
THE STORY 

THE UNITED S 



FOR YOUNG AMERICAN 



CONNOR 




THOMPSON PUBLISHING 



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THE 



Story of the United States 



FOR YOUNG AMERICANS 



BY 

R. D W. CONNOR 

SECRETARY OF THE NORTH CAROLINA HISTORICAL COMMISSION 




THE THOMPSON PUBLISHING COMPANY 

RALEIGH, NORTH CAROLINA 
1916 



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Copyright, 1916, by 
The Thompson Publishing Company 



■•/; 

AUG 18 1916 



'0^437274 



WHY YOUNG AMERICANS SHOULD STUDY 
THIS BOOK. 

This little book will tell you the story of the United 
States. If you are a patriotic young American, you 
will want to know that story. It is your own story, 
and the story of your forefathers. 

It will tell you how, many years ago, brave men 
from Europe crossed the dreadful Sea of Darkness 
and discovered America. You will learn how your 
own ancestors faced the terrors of the sea and the 
wilderness in search of freedom. You will see them 
waging wars to conquer this land from savage 
Indians. You will find them toiling to clear the 
forests, to plant the fields, to build homes, and to 
lay the foundations of great cities. You will read of 
their suffering and sacrifices in the cause of liberty. 
You will learn of their wisdom in forming a free 
government for the good of all the people. 

In this book you will meet with many of the great 
men of the United States. Some of them were 
soldiers who did brave deeds for their country. Some 
were statesmen who made wise laws. Some were 
poets who wrote inspiring songs. Some were in- 
ventors who made useful things to lighten labor and 
make life happier. Some were engineers who built 
great bridges and railroads from one end of our 
country to the other. 'Others were the founders of 
colleges and schools for the children of all the people. 



iv WHY YOUNG AMERICANS SHOULD STUDY THIS BOOK 

This book will show you why the United States has 
taken the lead of all the nations of the world -in 
inventions, in agriculture, in public education, and 
in bringing about peace and liberty on earth. When 
you have read this book, I think you will be a poor 
American indeed, if you do not love your country 
more and become more willing to serve it and make 
sacrifices for its welfare. 

R. D. W. C 

April 1, 1916. 



CONTENTS. 

CHAPTER PAGE 

Dates of Important Events VI 

Presidents of the United States x 

I. Why a Brave Sailor Crossed the Sea of Darkness i 

II. The Spanish Explorers 20 

III. The Indians 34 

IV. The Coming of the English 43 

VI. The English in Virginia 56 

VI. The Beginning of New England 72 

VII. Other New England Colonies 88 

VIII. A Dutch Colony in America 105 

IX. Quakers and Catholics in America 118 

X. The Twin Colonies and Their Southern Neighbor 131 

XI. The French in America 15 I 

XII. English and French Wars in America 165 

XIII. The English Colonies Before the Revolution 181 

XIV. How the King Forced the Colonies into Rebellion 192 
XV. The Beginnings of the Revolution 203 

XVI. How the Colonies Won Independence 217 

XVII. The Beginnings of the Republic 245 

XVIII. A Period of Growth and Improvement 266 

XIX. The Growth of Sectional Hostility 286 

XX. The War between the States 309 

XXI. Our Re-United Country 34° 

XXII. The United States in Our Own Times 359 

XXIII. Progress of Our Country 380 

Index 397 



DATES OF IMPORTANT EVENTS IN AMERICAN 

HISTORY. 

1492. Columbus discovers America. 

1497. First voyage of Cabot to America. This voyage gave 

England a claim to territory in North America. 
1507. The New World first called America. 
1 5 13. Ponce de Leon's first expedition to Florida. 
1 5 19-1522. Magellan's ships make the first voyage around the 

world. 
1523. Verrazano explores the eastern coast of North America. 
1534. Cartier discovers the St. Lawrence river. 
1542. De Soto's expedition through the eastern part of the 

United States. He discovers the Mississippi river. 
1565. St. Augustine, the oldest town in the United States, 

founded. 
1584. Sir Walter Raleigh sends an expedition to select a site 

for an English colony. 
1 586-1587. Raleigh's colonies planted on Roanoke Island. 

1607. The first permanent English colony in America founded 

at Jamestown. 

1608. Champlain founds Quebec. 

1609. Henry Hudson discovers the Hudson river. 

1 6 14. The Dutch plant a settlement on Manhattan Island, the 

first settlement in New York. 
16 1 7. The first settlement in New Jersey. 
1619. Negro slaves brought to Virginia. 

1619. The House of Burgesses, the first law-making body 

chosen by the people in America, met at Jamestown. 

1620. The Pilgrims found Plymouth, the first settlement in 

Massachusetts. 



vi IMPORTANT DATES IN AMERICAN HISTORY 

1623. The first settlement in New Hampshire, at Dover. 

1625. First settlement in Maine. 

1630. Founding of Boston. 

1634. First settlement in Maryland, at St. Mary's. 

1636. Roger Williams founds Providence, the first settlement 

in Rhode Island. 
1636. Hartford, the first settlement in Connecticut, founded. 
1638. The first settlement in Delaware. 
1660. North Carolina settled along the Albemarle. 
1664. Conquest of New Netherland by the English. Name 

changed to New York. 
1670. Settlement of South Carolina near Charleston. 

1 68 1. First settlement in Pennsylvania. 

1682. Founding of Philadelphia. 

1682. La Salle explores the Mississippi river and takes pos- 
session of Louisiana for France. 

l 733- Settlement of Georgia at Savannah. 

1745. Capture of Louisburg. 

I 753- Washington demands, in the name of Governor Din- 
widdle, the withdrawal of the French from the Ohio 
valley. 

1754. Beginning of the French and Indian War. 

1759. Capture of Quebec. 

1763. Treaty of peace between England and France. French 
possessions in America surrendered to England. 

1765. Passage of the Stamp Act. 

1770. Boston Massacre. 

1771. Battle of Alamance. 

1773. Boston Tea-Party. 

1774. September 4. Meeting at Philadelphia of the First Con- 

tinental Congress. 

1775. April 19. Battle of Lexington. 

1775. May 10. Meeting at Philadelphia of the Second Conti- 
nental Congress. 



IMPORTANT DATES IN AMERICAN HISTORY vii 

1775. June 17. Battle of Bunker Hill. 

1776. April 12. North Carolina takes the first step toward 

independence. 

1776. July 4. The Declaration of Independence. 

1777. October 17. Surrender of Burgoyne at Saratoga. 

1 78 1. October 19. Surrender of Cornwallis at Yoiiktown and 

the end of the Revolution. 
1783. September 3. Treaty of peace in which Great Britain 

acknowledges the independence of the United States. 
1787. Meeting at Philadelphia of the Convention that framed 

the Constitution of the United States. 
1789. April 30. Washington inaugurated at New York as the 

first President of the United States. 
1793. Invention of the cotton-gin. 
1799. December 14. Death of Washington. 
1803. The United States purchases Louisiana from France. 
1807. Invention of the steam-boat. 
1812. War declared against England. 
181 5. January 8. Battle of New Orleans. 
1817. Beginning of the "Era of Good Feelings." 
1820. Missouri Compromise. 
1825. Opening of the Erie Canal. 
1828. Beginning of railroads in the United States. 
1844. Invention of the telegraph. 
1846. Settlement of the Oregon boundary. 
1 846- 1 848. War with Mexico. 
1848. Discovery of gold in California. 
1859. John Brown's raid. 

i860. Election of Lincoln and the secession of South Carolina. 
1 861. Formation of the Confederate States. 

1861. Surrender of Fort Sumter. Beginning of the War be- 

tween the States. 

1862. Battle of the ironclads, Virginia and Monitor. 

1863. January 1. Emancipation Proclamation. 



viii IMPORTANT DATES IN AMERICAN HISTORY 

1863. July 1-3. Battle of Gettysburg. 
1863. July 4. Surrender of Vicksburg. 

1865. April 9. Surrender of Lee at Appomattox. End of 

the War between the States. 

1866. The Atlantic Cable laid. 

1867. Purchase of Alaska. 

1869. Completion of the first railroad across the Continent. 
1876. Centennial of the Declaration of Independence. 
1876. End of Reconstruction. 
1893. Celebration of the Four Hundredth Anniversary of the 

Discovery of America. 
1898. War with Spain. 
1898. Annexation of Hawaii. 

1898. Annexation of Porto Rico and the Philipines. 
1904. Beginning of the Panama Canal. 
1909. Discovery of the North Pole. 
1914. Completion of the Panama Canal. 
1916. United States troops invade Mexico in pursuit of Villa. 



PRESIDENTS OF THE UNITED STATES 



PRESIDENTS OF THE UNITED STATES. 

George Washington I 7^9~ 

John Adams l 797~ 

Thomas Jefferson 1801- 

James Madison 1809- 

James Monroe 1817- 

John Quincy Adams 1825- 

Andrew Jackson 1829- 

Martin Van Buren 1S37- 

William Henry Harrison 1841- 

John Tyler 1841- 

James K. Polk 1845- 

Zachary Taylor 1849- 

Millard Fillmore 1850- 

Franklin Pierce 1 ^>SZ~ 

James Buchanan 1857- 

Abraham Lincoln 1861- 

Andrew Johnson 1865- 

Ulysses S. Grant 1869- 

Rutherford B. Hayes 1877- 

James A. Garfield 1881- 

Chester A. Arthur 1881- 

Grover Cleveland r885- 

Benjamin Harrison 1889- 

Grover Cleveland 1893- 

William McKinley 1897- 

Theodore Roosevelt 1901- 

\\ T illiam H. Taft 1909 

YVoodrow Wilson 1913 



AMERICA 

My country, 'tis of thee. 

Sweet land of liberty, 
Of thee I sing; 

Land where my fathers died, 
Land of the Pilgrim's pride, 

From every mountain side, 
Let Freedom ring. 

My native country, thee, 
Land of the noble free, 

Thy name I love; 

I love thy rocks and rills, 

Thy woods and templed hills, 
My heart with rapture thrills, 
Like that above. 

Let music swell the breeze, 
And ring from all the trees 

Sweet freedom's song; 

Let mortal tongues awake, 

Let all that breathe partake, 
Let rocks their silence break, 
The sound prolong. 

Our fathers' God, to Thee, 

Author of liberty, 
To Thee we sing; 

Long may our land be bright, 
With freedom's holy light, 

Protect us by Thy might, 

Great God, our King! 



The Story of the United States 



CHAPTER I. 

WHY A BRAVE SAILOR CROSSED THE SEA 
OF DARKNESS. 

I. 

The Necessity for a New Route to India. 

The Sea of Darkness. — For the beginning of our 
story we must go back to Europe, more than four 
hundred years ago. Men then knew very little about 
the earth. They thought the earth was flat, that 
Europe was its center, and that the ocean flowed 
around it like a great river. The Atlantic Ocean, 
which thousands of people now cross every year, was 
then a terrible Sea of Darkness. No sailor dared sail 
very far from land. If they got too far away, they 
thought, they could never sail back. Besides, they 
believed that on the farther side, the sea was filled 
with monsters and sea-serpents that could tear the 
strongest ship to pieces. And worse than that, if a 
ship escaped these monsters, it would soon get into 
the region of fiery heat, where the ocean boiled 
furiously and where no animal or plant could live. 

What Men Then Knew About the Earth. — No man 
then living had ever crossed this awful Sea of Dark- 



THE STORY OF THE UNITED STATES 



ness. America had not been heard of. No European 
had ever sailed on the Pacific Ocean. All that men 
then knew about the earth was confined to Europe 
and a very little of Asia and Africa. Every school 




The Part of the World (White on the Map) Known to Europeans 

before 1492 

boy now knows much more about the world than the 
wisest men then knew. But one day, a little more 
than four hundred years ago, a small vessel sailed 
into a harbor of Spain with news that startled the 
world, and changed men's ideas about the earth. Let 
us see how that event came about. 

How Silks and Spices Were Brought from India. — 
In the Southern part of Europe are the two ancient 
cities of Genoa and Venice. Long before Europe 
knew anything about America these cities had grown 
rich and powerful. Their riches were gained by 
trading with India and other countries of Asia. From 



CROSSING THE SEA OF DARKNESS 3 

Genoa and Venice great fleets with rich cargoes sailed 
across the Black Sea and the Mediterranean Sea to 
Egypt and Syria. There they met long caravans of 
horses and camels laden with fine silks, shawls, rugs, 
spices, ivory, and precious stones from far-away 
India. For these things the merchants of Genoa and 
Venice traded their linen and woolen goods, their 
glassware and their delicious wines. Then they 
returned home and sold their silks and shawls, their 
spices and rugs, and their ivory and pearls to the 
people of Europe. This trade made them the wealth- 
iest merchants in all Europe. 

How the Trade With India Was Broken Up — 
About the middle of the fifteenth century (1450), 
alarming stories began to reach Genoa and Venice. 
Sailors often returned from their voyages with tales 
of suffering and narrow escapes from death. The 
Black Sea and the Mediterranean Sea, they said, 
were filled with armed vessels, whose crews were 
savage, dark-skinned men armed with long guns and 
ugly, sharp daggers. Whenever they met a ship 
from Genoa or Venice they captured it, robbed it of 
its cargo, murdered its sailors, and sent the ship to 
the bottom. 

These robbers were a fierce, war-like people from 
Asia, called Turks. Their chief business was war on 
land and on sea. They were Mohammedans in 
religion, and hated the Christians. In 1453 the Turks 
captured the Christian city of Constantinople, and 
soon their vessels covered the Black Sea and the 
Mediterranean Sea. No Christian ship could now 



THE STORY OF THE UNITED STATES 



sail with safety to Egypt or Syria and return with 
the riches of India, and in a little while the Turks 
had destroyed the trade with India. 

The Christian merchants of Genoa, Venice, and 
all of Europe now began to ask, "Is there not some 
other way for our ships to reach India without 
crossing the Black Sea or the Mediterranean Sea?" 
Never was a more important question asked. The 
attempt to answer this question brought about the 
most wonderful discovery in the history of the world. 

II. 

Columbus Secures Help to Find a New Route to 

India. 

A Learned Navigator. — The way to reach India is 
by sailing westward across the Sea of Darkness, was 

the startling answer. That 
answer was given by a 
poor but learned navigator 
who then lived at Lisbon, 
in Portugal. He was born 
and grew to manhood in 
Genoa. There he had seen 
many a great fleet sail 
away to Asia and return 
with a rich cargo from In- 
dia. He had heard, too, 
tales of the robberies and 
cruelties of the Turks, and 
had even taken part in bat- 
tles against them. From 




Christopher Columbus 



CROSSING THE SEA OE DARKNESS 5 

his boyhood he had loved the sea, and at school his 
favorite studies were subjects that were useful to 
sailors. When fourteen years old, he bftgan to make 
voyages on the Mediterranean, and soon became a 
skillful navigator. His name was Christopher Co- 
lumbus. 

The World is Round. — Soon after the Turks cap- 
tured Constantinople, Columbus left Genoa and went 
to Portugal. At that time Portugal was the leading 
maritime country in Europe, and Columbus hoped to 
find work there. The King of Portugal was then 
trying to find a new route to India by sailing around 
Africa. He had sent out several expeditions which 
made many important discoveries along the coast of 
Africa. But none of Portuguese expeditions had 
succeeded in reaching India. No captain and no 
crew could be found bold enough to make the long 
voyage. 

At Lisbon Columbus found plenty of work. He 
went on several long voyages. He made maps and 
charts, and studied the works of the great geog- 
raphers and astronomers. Some of those learned 
men had written that the earth is not flat, but round, 
and that a ship could safely sail around the earth. 
But though they wrote this in their books, none of 
them was bold enough to sail across the Atlantic to 
prove it. 

Columbus Proposes to Find a New Route to India. 
— But Columbus was not afraid to sail across the 
Atlantic. The earth was certainly round, he said. 
Therefore, India must be on the other side from 



6 THE STORY OF THE UNITED STATES 

Europe and a ship could sail around the earth and 
reach India without crossing the Mediterranean Sea 
at all. But •when he gave this answer to their 
question, many people exclaimed, What a silly idea ! 
No man would be so foolish as to try such a thing. 
He would fall off the edge of the earth. He would 
be swallowed alive by sea-monsters. He would be 
boiled to death in the fiery region. But Columbus 
answered boldly that such ideas were absurd, and 
that if he had a ship and crew he would prove that 
he was right. 

Seeks Aid from Portugal. — Columbus was too poor 
to fit out a ship. Besides, it would not be safe to sail 
on such a voyage without the protection of some 
powerful king. So he decided to ask King John of 
Portugal to help him. King John listened to his 
plan. He even called in his wise men to hear it. 
They said it was all nonsense. So the King declared 
he would have nothing to do with such a dreamer. 
But he secretly sent out a ship to find out if Columbus 
might not be right after all. The sailors soon became 
frightened and returned. When Columbus heard 
how King John had deceived him, he turned his back 
on Portugal and went to seek aid in Spain. 

Columbus Goes to Spain. — The rulers of Spain at 
that time were King Ferdinand and Queen Isabella. 
When Columbus reached their kingdom he found 
them engaged in a great war. They received him 
kindly but had no time to listen to his story. He 
followed them about from place to place, and even 
fought in their armies. People laughed at him, 



CROSSING THE SEA OF DARKNESS 7 

tapped their heads when they saw him, and called 
him "that crazy sailor." The learned men to whom 
he talked said that he was a dreamer and that his 
plan was foolish. And so he spent seven long, weary 
years of waiting, but without success. Finally he 
decided to leave Spain and go to France. 




Columbus at the Court of Ferdinand and Isabella 

After the painting by Brozik in the Metropolitan Museum of Art, 

New York City. 

The Good Prior. — As Columbus walked along the 
dusty road on his way to France, his little eleven 
year old son who was with him, became tired, hungry 
and thirsty. They stopped at a monastery, near 
Palos, to ask for food and water. The good prior, 
Juan Perez, was so pleased with the fine face and 
noble bearing of the traveller that he wanted to know 



8 THE STORY OF THE. UNITED STATES 

who Columbus was and where he was going. Colum- 
bus' story and his daring plan to reach India greatly 
interested the prior and he proposed to send to Palos 
for the learned navigator, Martin Alonzo Pinzon, to 
learn what he thought of it. When Pinzon heard the 
plan, he believed that Columbus was right, and said 
he was ready to make the voyage with him. Then 
the good prior went in haste to see the Queen and 
begged her to listen to Columbus before it was too 
late. 

The Queen Decides to Help Columbus. — Isabella 
promptly sent for Columbus and had him tell his 
plans all over again. Some of her learned men now 
began to think that Columbus might possibly be 
right, and they advised the Queen to help him. If he 
was wrong, they said, no great harm would come of 
it ; if he was right, his discoveries would make Spain 
the richest nation in Europe. So Isabella decided to 
give him a small fleet for a voyage across the Sea 
of Darkness. She gave him power to discover strange 
lands in the name of the King and Queen of Spain, 
and to act as governor over them. 

III. 

The Great Voyage Across the Sea of Darkness. 

How a Crew Was Secured. — The Queen made 
Columbus "Admiral of the Ocean," and placed him 
in command of three small ships. They were the 
Santa Maria, the Pinta, and the Nina. Columbus 
himself sailed in the Santa Maria, the largest of the 



CROSSING THE SEA OF DARKNESS 







three. Martin Alonzo Pinzon was captain of the 
Pinta, and his brother commanded the Nina. Great 
trouble was found in securing sailors. Many thought 
it certain death to go on such a voyage. They cried 
out against Columbus as a madman, and the King 
and Queen had to use all their power to induce men 
to sail with him. They even promised freedom to 
prisoners who would go with Columbus. After much 
difficulty ninety sailors were secured. 

The Fleet Sails from Palos.— On August 3, 1492, 
Columbus sailed from Palos. The sailors bade their 




Ships of Columbus. 

friends goodbye with weeping and wailing. Nobody 
expected to see the sailors again. Their vessels were 
small and weak. They were bound for an unknown 
sea. As the land sank from sight, the sailors shed 



10 



THE STORY OF THE UNITED STATES 



bitter tears, and cursed the crazy fool, as they called 
Columbus, who was leading them into such dangers. 
How they hated him, and how gladly, if they had 
dared, would they have thrown him overboard! Co- 
lumbus alone was calm and brave. He believed that 
Heaven was his guide, and he steered straight on into 
the Sea of Darkness. 

"Sail on! Sail on!" — Day after day the three little 
ships glided through the waves. Every day the poor 
sailors had some new fears. When the wind blew 
steadily westward, they wondered how they Would 
ever return against it. When it died down, they 
trembled because they feared it would never blow 
again. When they sailed into a great meadow of 
seaweed, they cried out that their vessels could never 
get out of it. They begged Columbus to turn back. 
But he only replied, "Sail on! Sail on!" Then some 
of the bolder ones began to plan to throw him over- 
board, to return to Spain, and to say that he fell into 



NORTH 
AMERICA 




COLUmUT.3'8 ROUTE 
(From V.'insor's Columbus) 



the sea. Nobody they thought would ever know any 
better. Columbus knew well enough what they were 
planning but he was too brave and determined to be 
frightened. 



CROSSING THE SEA OF DARKNESS 11 

Signs of Land. — Columbus himself finally became 
uneasy, when more than a month had passed, and 
vet no land had been seen. He had already sailed 
2,700 miles and had expected to reach land before 
sailing so far. He was afraid to tell his sailors how 
far they had gone from home. But one day, while 
the sailors were muttering against him, some land 
birds flew by the ships. Then a small branch with 
red berries on it, and some weeds that grow on land, 
floated by. On October 11, a sailor picked out of 
the water a staff which had been carved by the hand 
of a man. These things seemed to show that land 
could not be very far away. 

Land! Land! — The sailors now no longer talked 
of throwing Columbus overboard. A large reward 
had been offered to the man who should first see 
land, and every eye was turned westward. Night 
came. Not an eye was closed. Not a sailor slept. 
About ten o'clock Columbus was standing on a high 
part of the Santa Maria, straining his eyes through 
the darkness. Suddenly he leaned forward. In the 
distance he seemed to see a light moving as if carried 
in some person's hand. 

Slowly the hours passed. Midnight came, then the 
morning of October 12, 1492. It was about two 
o'clock that morning, when a sailor on the Pinta 
sprang to his feet with the joyful cry, "Land ! Land ! !" 
Sure enough, about five miles ahead, all could see 
waving trees growing on a low, sandy coast. The 
Sea of Darkness had been safely crossed ! 



12 THE STORY OF THE UNITED STATES 



IV. 

Columbus in the New World. 

San Salvador. — When Columbus went ashore, he 
was so overjoyed that he fell on his knees, kissed the 
ground, and burst into tears. His sailors now 
gathered around him, kissed his hands and feet, and 
implored his pardon for their wicked conduct during 
the voyage. Then Columbus drew his sword, un- 
furled the banner of Spain, and took possession of the 




Landing of Columbus. 
Vanderlyn's Picture in Capitol at Washington. 

land in the name of the King and the Queen of Spain. 
After that ceremony he returned thanks to God for 
his successful voyage. The land he had discovered 
proved to be an island which the natives called 



CROSSING THE SEA OF DARKNESS 13 

Guanahani. But Columbus changed the name to San 
Salvador, or Holy Savior in gratitude to God for his 
safe journey. 

Indians. — The natives watched Columbus and his 
men with great wonder. They had never before seen 
any men like the Spaniards; and the Spaniards had 
never seen any men like them. The natives had 
dark, copper-colored skins. All of them were naked, 
and some of them had their faces and bodies painted 
in bright colors. They were frightened because they 
thought Columbus' ships were great monsters, and 
that the white men were creatures from the sky. But 
Columbus showed them that he would do them no 
harm. So they came nearer, and at every step threw 
themselves on the ground to worship the white men. 
As Columbus thought that he had reached India, he 
called the people Indians. 

Other Discoveries. — Columbus began at once his 
search for gold and spices. When he asked the 
natives where these things were to be found, they 
pointed to the south. So he turned his ships south- 
ward. In a few days he discovered the large island 
which we call Cuba. Columbus thought it was Japan. 
Afterwards he discovered Hayti and other islands of 
the West Indies. 

Two Misfortunes. — One day the Pinta disap- 
peared. Columbus suspected that Pinzon had started 
back to Spain to claim the honor of discovering the 
way to India. About a month later a storm wrecked 
the Santa Maria. Columbus now remembered that 
he was three thousand miles from Spain, that nobody 



14 THE STORY OF THE UNITED STATES 



in Europe knew of his great success, and that he had 
but one small vessel left. If that vessel should be 
wrecked, nobody would ever know what had become 
of Christopher Columbus and his men. After these 
two misfortunes, he decided to hurry back to Spain 
with his great news. Then he could easily get more 
ships and return for further discoveries. Out of the 
timbers of the wrecked Santa Maria, he built a fort, 
left forty men in charge of it, and turned the prow 
of the little Nina toward Spain. 

Columbus Reaches Spain. — On March 15, 1493, 
Columbus entered the harbor of Palos. How different 
everything was now from what it had been when he 
sailed away a few months before ! 
The people flocked to see him ; 
they wondered at the strange 
birds, the strange products, and 
the strange painted warriors he 
had brought back with him. They 
rang the bells. They lighted the 
streets. They cheered him and 
his sailors. On the same day the 
Pinta arrived at Palos, but it was 
too late for Pinzon to deprive Co- 
lumbus of the honor that justly 
belonged to him. 
The King and the Queen were at Barcelona. They 
sent a message for Columbus to come there at once. 
All along the route the people gathered to do him 
honor. He was carried into Barcelona with great 
pomp. As he approached the King and the Queen, 




Isabella of Spain. 



CROSSING THE SEA OF DARKNESS 15 

they arose from their throne to greet him. No such 
honor had ever before been paid to an humble sailor. 
Then they told him to sit down and tell the story of 
his voyage. When he finished his story, they fell on 
their knees and praised God. Columbus left Spain 
only a few months before a poor sailor whom many 
thought crazy. He had now returned to be treated 
like a mighty prince. 

Columbus Sails on a Second Voyage. — Columbus 
prepared at once for a second voyage. For this 
voyage he had no trouble in getting either sailors, or 
vessels. He was placed in command of seventeen 
ships and 1,500 men. All of these men expected to 
find gold and precious stones in the new lands. When 
Columbus reached Hayti, he found that his fort had 
been destroyed and his men killed by the Indians. 
One of the first things he did was to found a town 
which he called Isabella. 

For four years Columbus sailed among the West 
Indies looking for the rich cities of India. He 
discovered the large island of Jamaica, but nowhere 
did he find the riches that he expected. In 1497 he 
returned to Spain. The men who had been with him 
were bitterly disappointed and blamed Columbus for 
their failure to find gold and silver. 

The Great Admiral in Chains. — The next year, 
Columbus sailed on his third voyage. On this voyage 
he discovered the continent of South America, but 
still thought that he was on the coast of Asia. Now 
his life began to be filled with trouble. His success 
had raised up enemies in Spain. They said that his 



16 THE STORY OF THE UNITED STATES 

discoveries were a failure because he had found no 
gold, spices, nor rich cities. They declared that he 
was cruel and tyrannical. The King and the Queen 
were induced to send a high official to Hayti to 
inquire into these charges. This official was the 
secret enemy of Columbus. He knew the charges 
were false, nevertheless he seized Columbus, fastened 
heavy chains on his arms and legs, and sent him back 
to Spain as a prisoner. The good Queen was deeply 
incensed at this cruelty to the great Admiral and 
ordered the chains to be struck off at once. When 
Columbus came into her presence she received him 
with great honor and respect. 

The Last Voyage. — Columbus sailed on his last 
voyage in 1502. He had with him four small vessels 
and one hundred and fifty men. On this voyage he 
discovered the coast of what we now call Central 
America. Misfortunes now began to befall him. He 
suffered ship-wreck, his men almost starved, and he 
was forced to return to Spain. 

Death of Columbus. — Columbus was now an old 
man. His health was broken. His enemies had 
reduced him to poverty. Nobody even dreamed that 
he had discovered a new world. He himself thought 
that he had only found a westward route to India. 
His discoveries had not brought to Spain the wealth 
that was expected. After Queen Isabella died, he was 
neglected and left to live in sickness and want. 
Finally, in 1506, the great discoverer died. Many 
years passed before the world realized the great- 
ness of what he had done; or before the honor was 
paid to his memory that his great work deserved. 



CROSSING THE SEA OF DARKNESS 17 

REVIEW. 

T 

THE NECESSITY FOR A NEW ROUTE TO INDIA. 

Geography. — i. What oceans and seas wash the shores of 
Europe? 2. What ocean divides Europe from America? 3. 
Where is Italy? Egypt? Syria? Spain? Portugal? 4. What 
bodies of water partly surround Italy? 5. AVhere is Venice? 
Genoa? Lisbon? Palos? Barcelona? 6. Trace the route of a 
ship from Venice to Egypt ; to Syria. From Genoa to Egypt ; 
to Syria. 7. Trace the route of a ship from both cities to 
the southern shore of the Black Sea. 8. Trace the route of 
a caravan from Syria to India. 9. Where is Constantinople? 

History. — 1. Why was the Atlantic called the "Sea of 
Darkness?" 2. What dangers did sailors imagine they would 
meet on the ocean. 3. Tell what men knew about the earth 
four hundred years ago. 4. Give an account of the trade of 
Genoa and Venice. 5. How was this trade broken up. 6. 
What important question did it lead to? 

II. 

COLUMBUS SECURES HELP TO FIND A NEW 
ROUTE TO INDIA. 

Geography. — 1. What ocean is west of Portugal? 2. Trace 
the route of a ship from Lisbon around Africa to India. 3. 
What bodies of water partly surround Spain? 

History. — 1. What was the answer to the question, How 
can India be reached? 2. Who gave it? 3. Give an account 
of the boyhood of Columbus? 4. What studies are useful to 
sailors? 5. Why did Columbus go to Portugal? 6. How were 
the Portuguese trying to reach India? Could they do it that 



18 THE STORY OF THE UNITED STATES 

way? Why did they fail? 7. What did men think of Colum- 
bus' plans? 8. Why did Columbus leave Portugal for Spain? 
9. Describe his treatment in Spain. 10. Tell the story of his 
meeting with Juan Perez. 11. Why was Isabella then willing 
to help him ? 

III. 

THE GREAT VOYAGE ACROSS THE SEA OF 
DARKNESS. 

History. — 1. What title and powers did the Queen give 
Columbus? 2. What were the names of his vessels. 3. Who 
were their commanders? 4. How were his crew secured? 
5. Describe the voyage. 6. How did Columbus know when 
he was near land? 7. What effect did these signs have on 
the sailors? 8. How long did it take Columbus to make the 
voyage ? 

IV. 

COLUMBUS IN THE NEW WORLD. 

Geography. — 1. Where are the Bahama Islands? 2. Trace 
the route from Palos to San Salvador. 3. Where are the 
West Indies? Why are these islands called "West Indies?" 
4. Columbus thought Cuba was Japan. Look at your maps and 
see how far wrong he was. 5. Where is Jamaica? Central 
America? 6. Columbus was trying to reach India. Could he 
have done so if he had gone far enough westward? How? 

History. — 1. Describe the landing of Columbus? 2. What 
was the name of the island? What name did he give it? 
3. Describe the natives and how they received the Spaniards. 
Why did Columbus call them Indians? 4. What other dis- 
coveries did Columbus make on this voyage? 5. What mis- 



CROSSING THE SEA OF DARKNESS 10 

fortunes did he meet with, and what were their results? 
6. Describe his arrival in Spain. 7. Describe his second voyage. 
8. What disappointments did he meet with? 9. What effect 
did they have on his fortunes? 10. Describe his return from 
his third voyage? How did it differ from his return from 
the first? 11. Give an account of his last voyage. 12. Give the 
years in which each of his voyages was made. 13. Describe 
his last year and death. 14. In what way did Columbus 
fail in his work? 15. What were some of the chief benefits 
of his discoveries to the world? 



CHAPTER II. 
THE SPANISH EXPLORERS. 

I. 

How the New World Got Its Name. 

Father Adam's Will. — The story of the voyage of 
Columbus was heard everywhere in Europe with 
wonder and delight. The Atlantic was no longer a 
terrible Sea of Darkness. Men now knew they 
could safely venture out upon its waters and many 
became eager to cross it in search of fame and for- 
tune. Spain laid claim to any region that might be 
discovered by sailing westward, while Portugal 
claimed any region that might be discovered by 
sailing around Africa. These two countries warned 
the other nations of Europe not to trespass on the 
lands which they claimed. 

But the other European countries would not admit 
the claims of Spain and Portugal. "If Father Adam 
has left the earth to Spain and Portugal," said the 
King of France, "let them show me the will." Eng- 
land agreed with France, and before many years 
English and French ships were sailing the waters of 
the Atlantic far and wide, and those countries, too, 
were laying claims to various portions of the New 
World. 



THE SPANISH EXPLORERS 21 

Spanish Colonies in the New World. — Nowhere did 
the discoveries of Columbus excite so much interest 
as in Spain. During the next few years many expe- 
ditions sailed from Spain to complete the work he 
had begun. The Spaniards generally sailed to the 
southwest. They discovered, conquered, and settled 
colonies in the West Indies, Panama, Central Amer- 
ica, Mexico, Peru and other portions of South 
America, and in the southern part of what is now the 
United States. In some of these countries, especially 
in Mexico and Peru, they found rich mines of gold 
and silver. Many cargoes of these precious metals 
were sent back to Spain which soon became the 
richest and most powerful country in Europe. 

The New World. — Among those who took part in 
these discoveries was Americus Vespucius. Like 
Columbus, Vespucius was an Italian in the service 
of Spain. He had gone to Spain as a merchant and 
engaged in trade with the East Indies. He became 
deeply interested, therefore, in the discoveries of 
Columbus, and determined to engage in the work of 
discovery on his own account. He made several 
voyages, some in the service of Spain, others in the 
service of Portugal. On one of his voyages, Ves- 
pucius reached the coast of what seemed to be a great 
continent to the south of the lands discovered by 
Columbus. This continent certainly was not Asia, 
thought Vespucius, therefore it must be a new world. 
So he wrote an account of his voyage, and in it called 
what we now know as South America the "New 
World." 



22 THE STORY OF THE UNITED STATES 



America. — The story of Vespucius aroused great 
interest in Europe. People thought that Columbus 
had only showed them a new way to India, while 

Vespucius had discovered 
a new continent. A Ger- 
man professor, therefore, 
declared that the "New 
World" ought to be called 
"America," in honor of 
Americus Vespucius. Eu- 
rope and Asia were both 
named for women, he add- 
ed, and it was but just that 
the New World should be 
named for a man. His sug- 
gestion was favorably re- 

Americus Vespucius cdved and ^ goon be _ 

After a contemporary portrait by , c . AT 

Bronzino. §" atl to S P eak ° f the NeW 

World as America. 

That is how the New World came to be named for 
the man who first wrote about it, and not for 
Columbus who discovered it. As it was still thought 
that the lands discovered by Columbus were in Asia, 
the name America was at first given only to the 
Southern continent. Afterwards, when it was learned 
that there was another continent to the north, that 
continent was called North America and the Southern 
continent then became known as South America. 

Although the New World was not named for 
Columbus, we have not forgotten the honor due him 
as its discoverer. Both Ohio and South Carolina have 




THE SPANISH EXPLORERS 23 

named their capital cities in his honor and Washing- 
ton, our National capital, is in the District of Colum- 
bia. Nearly every State in the United States has a 
town or city named Columbia, or Columbus, while in 
song and story our country itself is often called 
"Columbia." In South America there is a country, 
the United States of Colombia, which bears the name 
of the discoverer of the New World. 

II. 

The First Voyage Around the Earth. 

Ferdinand Magellan. — Columbus had not discov- 
ered a part of Asia, but had led the way to a new 
hemisphere which embraced two great continents. 
Between America and Asia stretched the waters of 
an ocean greater even than the Atlantic. The man 
who revealed this astonishing fact to Europe was 
Ferdinand Magellan. 

Magellan was a Portuguese nobleman. He was 
brave, unselfish, and kind-hearted. There was no 
more skillful navigator in Europe than he. In 
Portuguese ships, he had made long voyages around 
Africa to the Indian Ocean. Magellan thought the 
route to India around South America must be shorter 
than the long route the Portuguese always followed 
around Africa. He did not dream that between 
South America and India was the greatest ocean on 
the globe. Magellan, therefore, urged the King of 
Portugal to send him in search of this new route. 
But the King refused. Magellan then asked per- 



24 



THE STORY OF THE UNITED STATES 



mission to offer his services to some other master, 
and the King curtly replied, "Do as you please." 

Magellan Enters the Service of Spain. — Magellan 
next laid his plans before King Philip of Spain. That 
monarch was pleased with the idea and gave 

Magellan command of a 
fleet of five ships and 280 
men. In 1519, with this 
little fleet, he sailed on the 
most wonderful voyage, 
except perhaps the first 
vovasre of Columbus, in the 
history of the world. 

Magellan steered first 
for South America. Then 
he sailed hundreds of miles 
down the coast of that con- 
tinent looking for a way to 
reach the ocean beyond. 
Once he came to an open- 
ing which he thought might be the strait he was 
looking for. He sailed up it for three hundred miles, 
only to discover that he was in a great river, now 
called La Plata. Returning to its mouth he pro- 
ceeded on his voyage southward. 

A Terrible Winter. — Magellan soon had need of 
all his courage. The winter set in bitterly cold. 
Storms raged. Food ran short. The sailors became 
dissatisfied. They accused Magellan of treachery. 
They declared that as he was a Portuguese and they 
were Spaniards, he was trying to destroy them, and 




Ferdinand Magellan 



THE SPANISH EXPLORERS 2.", 

they demanded that he return to Spain. But Magellan 
refused to heed them. Then the crews of three of the 
ships, led by their captains, broke out in open re- 
bellion. Magellan, undaunted, acted promptly. By 
a bold stroke he crushed the mutiny and punished 
the leaders. He declared that he would continue his 
voyage "if he had to eat the leather off the ship's 
yards." 

Magellan Enters the Pacific Ocean. — Still sailing- 
southward, Magellan entered a large open bay. The 
farther he went the narrower became the passage. 
Tall mountains covered with snow arose on both 
sides. While he was carefully finding his way 
through this winding and dangerous passage one of 
his ships deserted and returned to Spain. With the 
other four, Magellan pressed on for five weeks. 
Suddenly a vast expanse of water burst upon his 
view. The strait was passed, and he sailed out upon 
the strange waters of a mighty ocean. 

"When the Captain Magellan was past the strait 
and saw the way open to the other main sea," wrote 
one of his men, "he was so glad thereof that for joy 
the tears fell from his eyes." The waters before him 
seemed so peaceful and quiet in contrast with the 
stormy Atlantic that Magellan called them the 
Pacific Ocean. The strait he had discovered was 
called the Strait of Magellan. 

Crossing the Pacific. — Now began his wonderful 
voyage across the Pacific. No white man had ever 
before sailed on its waters; no man had ever crossed 
it. Thousands of miles of unknown water stretched 



2G THE STORY OF THE UNITED STATES 

out before the brave Magellan — how many thousands 
he could not tell . Hunger, sickness, and unknown 
dangers awaited him. Food gave out, and his men 
were actually compelled, just as he had predicted, 
"to eat the skins and pieces of leather which were 
folded about certain great ropes of the ships." Many 
of the crew died of hunger and thirst. But no danger, 
no terror could stop their dauntless commander. 

Death of Magellan. — After many weary weeks 
some islands were reached where food and fresh 
water were obtained. The people of these islands 
were such thieves that the Spaniards called them 
"ladrones," or robbers, and the islands are known to 
this day as the Ladrone Islands. Later Magellan 
came to a group of large islands which he called the 
Philippines, in honor of King Philip II., of Spain. The 
inhabitants resisted the landing of the Spaniards, and 
in a fierce battle killed the brave Magellan. 

The First Voyage Around the World. — Of the five 
ships with which he had sailed, only the Victoria 
finished the voyage. She met with many more 
dangers, but escaped them all, sailed across the 
Indian Ocean, around the Cape of Good Hope, and 
back again to Spain. She arrived there in 1522, three 
years after she set sail. Of the 280 men who began 
the voyage with Magellan, only eighteen, weak and 
gaunt from hunger and suffering, returned to tell 
the marvellous story of the first voyage around the 
earth.* This voyage proved beyond a doubt that the 
earth is round and can be circumnavigated. It also 

*For map showing the route taken by Magellan see page 46. 



THE SPANISH EXPLORERS 27 

showed that the lands already discovered were not 
parts of Asia, nor even a single continent south of 
Asia as Vespucius had supposed, but a new hemis- 
phere farther even from Asia than from Europe. 

III. 

The Spaniards in North America. 

The Fountain of Youth. — Along all the coasts 
which the Spaniards visited, the natives told them 
stories of gold and silver mines, great cities, and other 
wonderful things farther inland. It was their search 
for these things that led them to explore the interior 
of what is now the United States. 

One story the Indians told the Spaniards was that 
somewhere in the interior they would find a fountain 
out of which bubbled water which made old people 
young again. The Spaniards had heard and seen so 
many strange things in the New World that they 
believed even this story. A brave old Spanish noble- 
man, named Juan Ponce de Leon, the governor of 
Porto Rico, determined to go in search of this magical 
"Fountain of Youth." Sailing from Porto Rico, he 
came in sight of land on Easter Sunday. Flowers 
were in bloom everywhere, so Ponce de Leon called 
the country Florida, the land of flowers. 

Ponce de Leon made a long search for the wonder- 
ful fountain, which he never found, and left Florida 
without becoming any younger. Later he returned 
with a colony, but instead of finding youth in Florida, 
as he had hoped, he found death. The Indians 



28 



THE STORY OF THE UNITED STATES 




attacked his little band. His followers resisted 
bravely and beat them off, but Ponce de Leon 

received a wound 
from which he 
died. His ex- 
plorations gave 
Spain a claim to 
Florida, and in 
1565 Pedro Me- 
nendez, a Spanish 
soldier, founded 
St. Augustine 
there, the first 
permanent settle- 
ment in what is 
now the United 
States. 

Coronado's Great Expedition. — Among the stories 
which the Indians told the Spaniards was one about 
seven great cities far inland where gold could be 
found in abundance. The Spaniards were ever eager 
to go in search of gold, so an expedition of 1,100 men 
led by Francisco de Coronado, set out from Mexico 
to conquer those cities. Coronado explored the 
regions now known as Arizona and New Mexico. He 
discovered the Grand Canon of the Colorado river, 
and journeyed through the wilderness as far east as 
Oklahoma. 

Finding no great cities of gold, Coronado returned 
in disgust to Mexico. He had explored a vast stretch 
of country is what is now the southwestern part of 



The Spanish Gate, St. Augustine 



THE SPANISH EXPLORERS 



29 



the United States. In 1582 some Spanish priests 
founded in this region a mission called Santa Fe. 
Santa Fe, therefore, is the second oldest city in the 
United States. 

The Discovery of the Mississippi. — While Coro- 
nado was exploring the West, Ferdinand de Soto 
was exploring the region farther east. With six 
hundred men, two hundred horses, and some fierce 
bloodhounds for hunting Indians and wild beasts, he 




Discovery of the Mississippi River 
Powell's picture in Capitol at Washington. 

landed in Florida. He plunged through unexplored 
forests, crossed broad rivers, and penetrated dark 
jungles, in what is now Georgia, South Carolina, and 
North Carolina. In western North Carolina he 
climbed the highest mountains of the Appalachian 
range. Then turning southward he marched into 



30 



THE STORY OF THE UNITED STATES 



what is now Alabama, fighting his way against some 
of the fiercest tribes in America. At an Indian village 
called Mauvila, near the present city of Mobile, he 
won one of the bloodiest Indian battles in our history. 
After this victory, De Soto again turned north- 
ward. He marched across what is now Mississippi 
until he reached the site of the present city of 
Memphis, Tennessee. There he saw the waters of 
a mighty stream which the Indians called Mescha- 
cebe, the Father of Waters. In English it is Miss- 
issippi. De Soto crossed the great river, explored a 
large part of what is now Arkansas, discovered the 
Red river, and followed that stream back to the 
Mississippi. 

Death of De Soto. — Disease, hunger and battle had 
destroyed half of De Soto's little army. The sur- 
vivors were weak, sickly and worn out by their many 

hardships. De Soto decided 
to build two boats and float 
down the Mississippi to its 
mouth, thence back to the 
Spanish settlements in Mex- 
ico. During the voyage, he 
was taken with fever and 
died. His men, fearing the 
Indians might insult his 
grave if they buried him on 
land, tied heavy weights to 
his body, and in the dead of 
night secretly sunk it in the 
waters of the great river 
De Soto which he had discovered. De 




THE SPANISH EXPLORERS 31 

Soto's men finally arrived safely in Mexico, three 
years after they had begun their journey. They were 
the first white men to make a voyage down the 
Mississippi. 

Work of the Spanish Explorers. — From the time 
that Columbus first crossed the Atlantic, till De Soto 
discovered the Mississippi, only fifty years had 
passed. They were among the most wonderful years 
in the history of the world. Many voyages had been 
made which had completely changed men's ideas 
about the shape and the size of the earth. A New 
World had been discovered in which Spain had 
already planted colonies. Spanish soldiers had 
explored a large part of what is now our own country, 
and opened the way for its colonization by white 
people. Americans, therefore, should never forget 
the deeds of Columbus, Magellan, De Soto, and the 
other brave Spaniards who led the way for the 
planting of European civilization in America. 



REVIEW. 

I. 

HOW THE NEW WORLD GOT ITS NAME. 

Geography. — i. Find on your map and bound all the places 
and countries mentioned in this chapter. 2. Where is the 
United States of Colombia? 3. Make a list of all the places, 
states, counties, rivers, etc., named in honor of Columbus. 

History. — 1. In what portions of the world did Spain claim 
the sole right to make discoveries? Portugal? 2. What did 



32 THE STORY OF THE UNITED STATES 

France and England say of these claims? 3. What countries 
in America were conquered and settled by Spain? 4. What 
benefits did Spain receive from them? 5. For whom was 
America named? Why? Why was it not named for Colum- 
bus? 6. In what way is the name of Columbus honored in 
America ? 

II. 

THE FIRST VOYAGE AROUND THE WORLD. 

Geography. — Trace the voyage of Magellan from Spain to 
Brazil ; thence to the La Plata river ; thence through the 
Strait of Magellan to the Ladrone Islands; thence to the 
Philippines; thence to India; thence around Africa to Spain. 

History. — 1. What kind of man was Magellan? 2. What 
were his ideas about reaching India? 3. In what way was he 
mistaken? 4. What great river in South America did he 
discover? Describe his voyage to that point. 5. Describe his 
voyage through the Strait of Magellan. 6. Describe his voyage 
across the Pacific. 7. What islands did he discover? Why 
did he name them as he did: 8. To whom do the Philippines 
now belong? 9. Describe the voyage from the Philippines to 
Spain. 10. What facts about the earth did men learn from 
this voyage? 

III. 

THE SPANIARDS IN NORTH AMERICA. 

Geography. — 1. Where is Porto Rico? 2. About how far 
is it from Florida? 3. Where is St. Augustine? 4. Trace 
Coronado's expedition. 5. What States did he cross? 6. Where 
is Santa Fe? 7. Trace De Soto's expedition. 8. What States 
did he cross? 9. What are the highest mountains of the 
Appalachian range ? 10. Where is Mobile? Memphis? 



THE SPANISH EXPLORERS 33 

History. — i. What was the chief purpose of the Spanish 
explorers? 2. What stories did the Indians tell them? 3. What 
was the "Fountain of Youth?" 4. Give an account of Ponce 
de Leon's explorations. 5. What is the oldest town in the 
United States? 6. Describe the expedition of Coronado. 7. 
Give an account of the discovery of the Mississippi. 8. What 
were the results of the Spanish explorations ? 9. Make a 
list of the leading Spanish explorers, of the dates of their 
explorations, the portions of the world they visited, and the 
results. 



CHAPTER III. 
THE INDIANS. 

The Red Men. — The Spaniards found in America 
a strange race unlike any other they had ever known. 
The people of this race were dark red, or copper- 
colored, with high cheek bones, small, keen black 
eyes, and straight black hair. As a rule they were 
tall, erect, and slender. Columbus, thinking he had 
reached the shores of India, called them Indians, and 
by that name they are known to this day. On account 
of their reddish color they are frequently spoken of 
as the red men. The Indians have had an important 
part in the history of our country, and we must learn 
something about their ways and customs. 

The Indian Tribe. — There were many different 
tribes of Indians, each of which had its own name, 
language and customs. In the Northwest the tribes 
were of a more roving nature than those in the East. 
They had no settled homes and lived entirely by 
hunting and fishing. In what is now New Mexico 
and Arizona there were tribes that built great stone, 
or brick houses, often four or five stories high, in 
which two and three thousand persons could live. 
They were called Pueblos. It was probably these 
Pueblos that the Indians spoke of when they told the 
Spaniards stories about the great cities in the interior. 



THE INDIANS 35 

East of the Mississippi river the tribes generally 
lived in villages of long houses and wigwams. To 
make these long houses and wigwams poles were 
driven in the ground and then covered over with bark 
and skins and mud. In the center was a place for 
the fire while the smoke found its way out through 
holes left in the top. 

The hunting grounds and the land on which the 
corn, tobacco, melons and other products were raised 
belonged to the tribe. The only things the warrior 
could call his own were his weapons and the skins 
that he wore for clothes. 

The Indian's Weapons. — The most important 
weapon of the Indian was his bow and arrow. His 
bow was four or five feet long and was made of the 
toughest wood he could find. He made his bow 
string of the sinew or skin of the deer, or of some 
other animal. In the head of his arrow he 
fastened a sharp-pointed piece of flint. The 
warrior made his arrow-head by patiently 
chipping off the rough stone bit by bit until 
he brought it to the right shape. The poet 
Longfellow tells us how Iagoo, the "mar- 
vellous story-teller," made the bow and 
arrow for little Hiawatha : 

From a branch of ash he made it, 
From an oak-bough made the arrows, 
Tipped with flint, and winged with feathers, 
And the cord he made of deer-skin. 

A Tomahawk 




3G 



THE STORY OF THE UNITED STATES 



Next to the warrior's bow in importance was his 
war club, or tomahawk. It was made by -fastening a 
stone, chipped into proper shape, in the head of a 
wooden handle. The warrior also made sharp knives 
out of bone and hard flint, with which he scalped his 
foe or skinned his game. All these rude weapons 
were given up after the Indians began to get guns 
and steel knives and hatchets from the white men. 

The War Chief and His Warriors. — Generally the 
tribe had two kinds of leaders. One called the 
sachem was the ruler and leader during times of 

peace. The other 
was the war- 
chief who led 
the warriors in 
battle and was 
selected because 
of his great 
bravery and 
skill. The war- 
riors formed the 
council, and 
nothing import- 
ant was undertaken until they had gathered around 
the council fire and decided what should be done. 

The Indian as a Hunter. — The chief occupations 
of the Indian men were hunting and fighting. The 
Indian was trained to endure hardships and suffering. 
His eye was as keen as the eagle's. No matter how 
faint the signs, he could follow the trail of his game, 
or of his enemy through tangled forests where the 




Ax Indian Chief and Hi 
in Council 



Warriors 



THE INDIANS 



37 



white man could see nothing. He seemed never to 
get tired, lie learned to imitate perfectly the whistle 
of the bird, the cry of the panther, the bark of the 




Indian W'akrioks 

wolf so as to deceive his game when hunting. His 
aim with his bow and arrow was certain and unfailing 
and his skill in using his tomahawk was marvellous. 
On the War-Path. — When the Indian went on the 
war-path, he decked himself with feathers and 
painted his face in horrid colors. As a warrior, he 
was cunning and cruel. He slew the women and the 
children of his enemies as readily as their warriors. 
Suffering amused him. His favorite pleasure was to 
tie an enemy to the stake, and burn him alive, while 
he danced and yelled around him. It added greatly 
to his pleasure if a prisoner cried out in pain. But 
the Indian warrior rarely gave any sign of his suffer- 
ing, or uttered a cry. 



38 THE STORY OF THE UNITED STATES 

Every warrior's head was shaved except for one 
little lock of hair. That was his scalp-lock which he 
must defend against his enemies. When an Indian 
killed his enemy, he cut off this scalp and kept it as 
a record of his bravery. The more scalps a warrior 
got, the better time he thought he would have in the 
happy hunting grounds after death. 

Indian Ways of Fighting. — The Indian's way of 
fighting was not like the white man's. The red man 
did not come out in the open if he could avoid it. He 
would lie in ambush and shoot his enemy in the back ; 
or creep up upon the lonely camp, or hut at night, 
set fire to it, and shoot his unhappy victims as they 
rushed out. When large bands fought each other, 
they usually hid behind trees and rocks and bushes, 
but sometimes they would rush into battle shouting 
and yelling their hideous war-whoops that often 
chilled the bravest foes with terror. 

The Peace Pipe. — The Indian was cruel and 
deceitful to his enemies ; he was kind and true to his 
friends. He would welcome a friend to his wigwam, 
protect him at the risk of his own life, and share with 
him his last bit of food. The Indians often adopted 
their white friends as members of their tribe. Their 
way of declaring friendship was to smoke the pipe of 
peace. They gathered in a circle around the camp 
fire, filled a stone or clay pipe with tobacco, and 
passed it around the circle until each warrior had 
taken a puff at it. 

The Indian Women. — The warriors thought it 
beneath them to do any work except to make their 



THE INDIANS 39 

canoes and weapons, and to fish, hunt and tight. The 
Indian women planted, cultivated and gathered the 
corn, tobacco and other scanty crops. They made 
baskets and clay pots; they dressed the skins of the 
animals the warriors had killed, made clothes out 
of them, and did all the other hard work. 

The Indian married woman was called a squaw. 
She took care of her baby, or papoose, as it was 
called, by wrapping it up in a soft skin and strapping 
it tightly to a framework of wood. If she wanted 
to go anywhere, she carried the papoose on her back. 
Sometime while she was at work, she would hang it 
to the limb of a tree and let the wind rock it to 
sleep. The little papoose seemed to be comfortable 
and happy in his queer cradle, and grew up to be as 
straight as an arrow. 

The Education of the Indian Girls and Boys. — The 
Indian girls and boys did not go to school, but they 
were taught to do the things they would have to do 
when they became warriors and squaws. The girls 
were taught how to make baskets and clay pots; how 
to string beads and feathers ; how to dress the skins 
of wild animals and how to make them into clothes. 
They helped their mothers with planting the corn 
and tobacco and with the cooking. 

Then the little Hiawatha 
Learned of every bird its language, 
Learned their names and all their secrets, 
How they built their nests in Summer, 
Where they hid themselves in Winter. 



40 



THE STORY OF THE UNITED STATES 



Of all the beasts he learned the language, 
Learned their names and all their secrets, 
How the beavers built their lodges, 
Where the squirrels hid their acorns, 
How the reindeer ran so swiftly, 
Why the rabbit was so timid. 

The boys were 
taught to make 
bows, arrows, 
tomahawks, and 
canoes. They 
learned the ways 
of the birds and 
the beasts so they 
could become skill- 

Indians Making a Canoe ful hunters. 

The Indian boy had to train his eyes to be keen and 
his feet to be swift ; and he had to learn to bear pain 
and suffering without uttering a cry, and to face 
danger without flinching. 

The Indian's Amusements. — The Indian loved 
story-telling, music, and dancing. Around his camp 
fire, or in his wigwam, he would sit for hours telling 
the stories and legends of his tribe ; or bragging about 
his own skill in the hunt, or his bravery in battle. 
He had many wonderful legends about the birds and 
the beasts, the sun, the moon, and the stars. Long- 
fellow tells us that "the sweet singer," Nawadaha, 
found the legends and stories of Hiawatha 




THE INDIANS 41 

In the birds'-nests of the forest, 
In the lodges of the beaver, 
In the hoof-prints of the bison, 
In the eyry of the eagle. 

All the wild-fowl sang them to him, 
In the moorlands and tbe fen-lands, 
In the melancholy marshes. 

Religion. — All Indians were religious. They be- 
lieved in both good spirits and evil spirits. Over all 
was the Great Spirit who governed the world, taught 
the waters to flow, the trees to grow, the birds to 
make their nests ; who sent the rain and the sunshine, 
the thunder and the lightning. They often wor- 
shipped the sun and the moon, the wind and the 
thunder, and the other forces of nature. The Indians 
firmly believed in signs and dreams. When thev 
went forth to hunt or to battle, they sacrificed to the' 
evil spirits to gain their favor. 

An important member of the tribe was the wizard, 
or Medicine Man, whose duty it was to gain for the 
tribe the good will of the evil spirits so they would 
do the tribe no injury. After death, the brave Indian 
went to the happy hunting-grounds where plenty of 
game could be found and he could hunt to his heart's 
content. His bows and arrows, and often his does 
were buried with him as he would need them in the 
happy hunting-grounds. 

The Red Men and the White Men.— When the 
white men first came to America, the Indians looked 



42 THE STORY OF THE UNITED STATES 

upon them as beings sent by the Great Spirit. They 
admired their white-winged ships and trembled at 
their marvellous weapons which spit thunder and 
lightning. They generally received the strangers 
with signs 'of welcome and friendship. But the 
Indians soon found that the white men had come to 
take possession of the land, and that wherever they 
settled they cleared the forests, drove off the game, 
and destroyed the red men's hunting-grounds. The 
Indians resisted these attempts to take their lands 
and many cruel and bloody wars were fought between 
the two races. 

REVIEW. 

THE INDIANS. 

History. — i. Who were the Indians? Why so called? 
Describe their appearance. 2. How did the tribes in what is 
now the United States live? 3. Describe the Indians' weapons. 
4. Who were the leaders of the Indian tribes? 5. Describe the 
Indian as a hunter. 6. Give an account of the Indian on the 
warpath. 7. Describe his ways of fighting. 8. What was his 
way of declaring friendship? 9. Tell about the work of the 
Indian women. 10. What sort of education did the boys and 
girls receive? 11. Describe the amusements of the Indian. 12. 
Tell about his religion. 13. Give an account of his relations 
with the white men. 14. Learn by heart the stanzas from 
Hiawatha in this chapter. 



CHAPTER IV. 
THE COMING OF THE ENGLISH. 



The English Sea Kings. 

John Cabot. — When Columbus returned from his 
first voyage, there was living in Bristol, England, a 
sailor named John Cabot. Like Columbus, Cabot was 
a native of Genoa, but had left Genoa when the Turks 
destroyed its trade with India. He was a daring, 
ambitious man, eager, as he tells us, "to attempt 
some notable thing." 

The voyage of Columbus fired Cabot's ambition to 
cross the Atlantic. He wished to discover new lands 
for England and to win fame and fortune for himself. 
So in 1496 he asked King Henry VII for permission 
to go on such a voyage. The King of Spain warned 
King Henry against giving Cabot his permission to 
make a voyage to regions claimed by Spain, but King 
Henry paid no attention to the warning. He granted 
Cabot's request on condition that one-fifth of any gold 
he might find be paid into the King's treasury. 

Voyages of Cabot. — Cabot thought that he could 
sail directly west from England and reach India by 
a shorter route than the one followed by Columbus. 
In May, 1497, with eighteen men in a single small 
vessel, called the Matthew, he steered straight across 



44 THE STORY OF THE UNITED STATES 

the Atlantic. After a voyage of about eight weeks, 
he reached the coast of what is now Labrador, and 
took possession of that region in the name of 
England. Finding no signs of inhabitants, Cabot 
turned southward and made further explorations 
along the Atlantic coast. Upon his return to Eng- 
land he was received with great rejoicing. An Italian 
living in London wrote: "Honors are heaped upon 
Cabot, he is called Grand Admiral, he is dressed in 
silk, and the English run after him like mad men." 
The next year Cabot sailed on a second voyage, 
taking with him his son Sebastian Cabot, afterwards 
famous as a navigator. They explored the coast of 
North America as far south as North Carolina. 

Cabot found no great cities. He carried back to 
England no gold, no silks, no spices. He opened no 
new trade for English merchants. His voyages cost 
much money and brought no returns. The English, 
therefore, could see no good in them and soon lost 
interest in the New World. More than eighty years 
passed before England sent another expedition to 
America. Then she remembered Cabot's voyages, 
and on account of them laid claim to a large portion 
of North America. 

England's Wars With Spain. — It was through her 
wars with Spain that England again became inter- 
ested in America. Spain claimed that Queen Eliza- 
beth had no right to the throne of England, but that 
it rightfully belonged to the Spanish King. This 
dispute caused long and bloody wars between tjie two 
countries. The vast treasures which Spain received 



THE COMING OF THE ENGLISH 



i:» 



from America enabled her to fit out armies and fleets 
against England. On sea Spain was no match for 
England. Daring English sailors, in fast sailing- 
vessels, would attack the Spanish treasure-ships, 
capture their precious cargoes, and then send the 
vessels to the bottom. 

Sir Francis Drake. — Foremost among these Eng- 
lish sea kings, as they have been called, was Sir 
Francis Drake, the most daring sailor of his time. 
During the wars with Spain, he captured so many 
cargoes of Spanish treasure, destroyed so many 
Spanish ships, and attacked the Spanish coasts so 
boldly, that Spain feared him more than any other 
of her enemies. 

Drake Sails Around the World. — On one of his 
voyages, Drake sailed through the Strait of Magellan, 
up the west coast of South America, and discovered 
California. He called it 
New Albion and took pos- 
session in the name of 
Queen Elizabeth. Then 
t u r n i n g westward, he 
crossed the Pacific, passed 
into the Indian Ocean, 
sailed around Africa, and 
back to England. This was 
the first voyage around the 
world ever made by an 
Englishman. All England 
rejoiced at Drake's deed. 
Mis vessel, the Golden 
Hind, it was said, ought to Srt Francis Drake 




46 



THE STORY OF THE UNITED STATES 



be set on top of St. Paul's Cathedral where everybody 
could point at it and say: "Yonder is the barke that 
hath sailed round about the world." 

On this voyage Drake fought several fierce battles 
with the Spaniards. He dashed into their ports in 
South America, captured their vessels, and carried off 
great quantities of gold and silver. But in all his 




The Voyages of Magellan and Drake 

battles, he committed no act of cruelty. Upon his 
return to England, the King of Spain demanded that 
he be hanged as a pirate. Queen Elizabeth replied 
by making Drake a knight. 

Sir Humphrey Gilbert. — Sir Humphrey Gilbert 
also became interested in America. Like Drake, h ; 
was bitterly hostile to Spain. One day in 1577 some- 
body handed to Queen Elizabeth a letter asking 
permission to capture Spanish treasure ships, ""if 
you will let us do this," the letter read, "we will 
next take the West Indies from Spain. You wiM 
have the gold and silver mines and the profit of th 
soil. You will be monarch of the seas and out of 
danger from everyone. I will do it if you will allow 



THE COMING OF THE ENGLISH 



47 



me." It is thought that Gilbert wrote this bold letter ; 
at least it sounds like him. 

The very next year Gilbert sailed for America. But 
lie was attacked by a Spanish fleet and compelled to 
return to England. Five years later he sailed again 
with two vessels. A storm arose, the ship he was on 
was wrecked, and he was lost. As he went down, he 
bravely shouted to his men above the roar of the 
wind; "Be of good cheer, Heaven is as near by sea 
as by land!" 

II. 

Raleigh's Efforts to Plant English Colonies in 
America. 

Sir Walter Raleigh. — Gilbert had a half-brother, 
named Walter Raleigh, who had taken an active part 
in Gilbert's plans for a colony in America. Like both 

Drake and Gilbert, Raleigh 
was born in the county of 
Devon, on the coast of 
England.- All his life he 
had taken a deep interest 
in sailors and their stories 
of foreign lands. He be- 
came a soldier and the 
fame of his bravery in bat- 
tle reached even the ears 
of the Queen. Going to 
London, he became one of 
her favorites. She made 
him a knight, and heaped 
Sir Walter Raleigh honors and riches on him 




48 THE STORY OF THE UNITED STATES 

until he became one of the foremost men in 
England. 

Raleigh Plans to Send a Colony to America.— Ral- 
eigh thought much about England's contest with 
Spain. He understood the advantage Spain's colonies 
gave her over England. The work of Drake and the 
other English sea kings might weaken Spain, but it 
did not build up the power of England. That is what 
Raleigh wanted to do, so he decided that England 
must send colonies to America to clear the forests, 
cultivate the soil, and build towns and cities. It is 
commerce, thought Raleigh, not gold and silver, that 
makes a nation great and rich and powerful, and col- 
onies in America will build up English commerce. He 
laid his plans before the Queen and she gave him per- 
mission to send a colony to America. She promised 
that any colonists he sent to America should have the 
right to make their own laws and to enjoy the same 
liberties which men then enjoyed in England. 

Roanoke. — Raleigh promptly sent two ships to 
America commanded by two stalwart captains, Philip 
Amadas and Arthur Barlowe. Their task was to 
select a good site for a colony. They sailed from 
England in 1584, and on July 4th reached what is now 
the coast of North Carolina. After thanking God for 
their safe arrival, they unfurled the banner of Eng- 
land, and took possession of the land in the names of 
Queen Elizabeth and of Sir Walter Raleigh. A few 
days later, Barlowe discovered a large island which 
the Indians called Roanoke. In every direction were 
other smaller islands "most beautiful and pleasant to 
behold." 



THE COMING OF THE ENGLISH 



49 



The Englishmen were pleased with the climate, the 
soil, the sweet flowers, and the trees of Roanoke. 
They found delicious grapes "in such plenty," says 
Barlowe, "that in all the world the like abundance 
could not be found." The Indians gave them fruits, 
melons, cucumbers, and corn, which was "verv white, 



M 








Arrival of the English at Roanoke 



fair and well tasted." In the woods were deer, hares, 
and birds ; and the waters were alive "with the good- 
liest and best fish in the world." The Indians treated 
them "with all love and kindness;" and they thought 
the Indians "most gentle, loving, and faithful." 

"Virginia." — Roanoke, thought Amadas and Bar- 
lowe, was the very place for a colony. When they 



50 



THE STORY OF THE UNITED STATES 



returned to England, the Queen was so delighted with 
their report, that she named the new country "Vir- 
ginia" in honor of herself, the virgin Queen. 

The First English Colony. — Raleigh promptly sent 
a colony to Roanoke. Ralph Lane, a brave soldier in 

the Queen's army, was ap- 
pointed governor. His first 
work was to erect a rude fort, 
which he called "Fort Ra- 
leigh." Some log huts for the 
men were then built. Lane 
and his men did not clear fields 
and plant crops, but spent 
their time looking for gold. 
When winter came their food 
gave out. For a while they 
got food from the Indians, but 
later the Indians became hos- 
tile, refused to send food, and 
declared war on the colony. 

Lane's men were in despair. One day in June, 
1586, a great English fleet of twenty-three ships ap- 
peared. It was the fleet of Sir Francis Drake, who 
had been capturing Spanish treasure ships, and was 
returning to English with his prizes. He decided to 
stop at Roanoke to see if he could help the colony of 
his friend Raleigh. He was indeed a welcome visitor, 
for he carried Lane and his hungry men back home 
to England. Raleigh's first colony had failed. 

Raleigh Starts a New Custom in England. — Lane 
found no gold at Roanoke, but he carried to England 




Elizabeth, Queen of 
England, 1558-1603 



THE COMING OF THE ENGLISH 51 

three plants that have brought more wealth to Eng- 
land than Spain got from all her gold and silver 
mines. They were tobacco, corn, and the potato. 
Raleigh planted the potato in Ireland, where it has 
become the chief food of the Irish people, and is now 
known as the "Irish" potato. Raleigh also showed 
the English people how to smoke tobacco. One day, 
it is said, while he was smoking his pipe, .his servant 
entered with a pitcher of ale. Frightened at the 
smoke pouring out of his master's mouth, he cried out 
that Sir Walter was on fire, and dashed the ale in his 
face. 

III. 

The Lost Colony. 

Virginia Dare. — The next year, 1587, Raleigh sent 
a second colony to Virginia, with John White as gov- 
ernor. White was an artist who had been at Roanoke 
with Lane, where he had painted some interesting- 
pictures of the Indians. In this colony were the first 
English women who ever came to our country. White 
found Fort Raleigh and the cabins built by Lane in 
ruins, and his first task was to rebuild them. The 
new settlement was called the "Citie of Raleigh in 
Virginia." On August 18, 1587, a little girl was born 
on Roanoke Island, who was the first English child 
born in the New World. Her mother was Eleanor 
Dare, the daughter of Governor White. On the fol- 
lowing Sunday all the settlers gathered around the 
little babe to see her baptized, and as she was the first 
child born in Virginia, she was named "Virginia." 



52 THE STORY OF THE UNITED STATES 

Governor White Returns to England. — Somebody 
had to return to England for supplies. The settlers 
begged Governor White to go, and he agreed to do 
so. He told them if they left Roanoke before his 
return, to carve on a tree the name of the place where 
he would rind them. He then bade them goodbye. 

Governor White found England engaged in a great 
war with Spain. A powerful Spanish fleet, called 
"The Invincible Armada," with a large army on 
board, was on its way to attempt the conquest of 
England. Every English vessel and every English 
sailor was needed to defend the country. There was 
no busier man in all England than Sir Walter Ral- 
eigh ; still he found time to listen to Governor White's 
story and to prepare a ship loaded with supplies for 
his little colony. The ship started on its voyage, but 
was driven back by Spanish war vessels. It was then 
too late to send another. The great Armada had 
come, and in the midst of this great danger to Eng- 
land, the little colony on far-away Roanoke was 
neglected. Finally the battle was fought, the Eng- 
lish won a complete victory, and the "Invincible Ar- 
mada" was destroyed. "God blew with his winds," 
said the Queen, "and they were scattered." 

Croatan. — It was two years before White returned 
to Roanoke. He then found the island deserted. The 
colonists were nowhere to be seen. Governor White 
blew upon his trumpet. He called to his people by 
their names. He sang their old familiar songs, hop- 
ing they would hear and answer. He fired his guns 
and cannon. But there was no reply. The houses had 



THE COMING OF THE ENGLISH 



53 



fallen down. Weeds grew within the mined walls. 
The settlers had disappeared. 

Governor White 
wandered sadly 
about the island 
eagerly looking for 
some sign. At last 
on a post near the 
door of the mined 
fort he found carved 
one word, in capital 
letters CROATAN. 
He started at once 
to Croatan, which 
was about fifty 
miles away, but a 
storm arose, and 
the captain of the 
ship refused to go 
any farther. In 
spite of Governor 
White's tears and 

prayers, the captain returned to England. Other ex- 
peditions were sent to look for the colony, but no 
further trace of it was ever found, and to this day 
White's colony is known as "The Lost Colony." 

Raleigh's Misfortunes. — Raleigh's efforts to plant 
colonies in America had cost him a fortune, and he 
was not able to try again. After Queen Elizabeth's 
death, James Stuart, a wretched tyrant, became King 
of England. King James hated Sir Walter Raleigh 




Indian Village ox Roanoke Island 



54 THE STORY OF THE UNITED STATES 

and had a false charge of treason brought against 
him, and his judges sentenced Raleigh to death. By 
his death England lost one of her greatest and noblest 
sons. 

Results of Raleigh's Efforts. — Though Raleigh's 
efforts to plant colonies on Roanoke Island had failed, 
he never lost interest in the New World. Not long 
before his death, he wrote, "I shall live to see Vir- 
ginia an English nation yet." His words came true. 
He had aroused the interest of England in America, 
and others now took up his work. Among those who 
sent out the first permanent English colony to Amer- 
ica were ten of the men who had worked with Raleigh 
in trying to plant a colony on Roanoke. Raleigh's 
greatest service to the world was in pointing out the 
way to found an English nation in America. North 
Carolina, on whose soil his colonies were planted, has 
named her capital city in his honor. 



REVIEW. 

I. 

THE ENGLISH SEA KINGS. 

Geography. — i. Where is Labrador? What is its direction 
from England? 2. Trace Cabot's second expedition. 3. Trace 
Drake's voyage around the world. 

History. — 1. Who was John Cabot? Why was he inter- 
ested in the discoveries of Columbus? 2. Why did the King 
of Spain forbid Cabot's voyage? 3. What was Cabot's purpose 
and plans? 4. Describe his return to England. 5. What por- 



THE COMING OF THE ENGLISH 55 

tion of the New World did he explore? What were the results 
of his voyages? 6, Why did England finally become inter- 
ested in the New World? 7. Who was Sir Francis Drake? 
8. Describe his voyage around the world. 9. What did Sir 
Humphrey Gilbert propose to Queen Elizabeth? 10. What 
was his fate? Repeat his last words. 

II. 

RALEIGH'S EFFORTS TO PLANT ENGLISH 
COLONIES IN AMERICA. 

Geography. — 1. Drake, Gilbert, and Raleigh were all born 
near Plymouth, England. Why do you suppose they became 
interested in the sea? 2. Where is Roanoke Island? What 
bodies of water surround it? 

History. — 1. W A ho was Sir Walter Raleigh? 2. What were 
his plans for defeating Spain? 3. What part of the New 
World now has the largest population, cities and commerce, 
the part conquered by Spain or by England? 4. Describe the 
voyage of Amadas and Barlow? 5. Why was this country 
first called "Virginia?" 6. Give an account of the first colony 
in Roanoke. 7. W r hat products did Lane's men carry back 
to England? 

III. 

THE LOST COLONY. 

History. — 1. Give an account of John White's colony. 
2. Who was Virginia Dare? 3. Why did White return to 
England? 4. W r hy did he not return at once to his colony with 
supplies? 5. What effect did the destruction of Spain's sea 
power have on English settlements in America? 5. Describe 
Governor White's return to Roanoke. 6. Tell about Raleigh's 
last years. 7. What were the results of his efforts? 8. What 
city has been named in his honor? 



CHAPTER V. 

THE ENGLISH IN VIRGINIA. 

I. 

Jamestown. 

Two Companies Take Up Raleigh's Work. — From 
Raleigh's experience at Roanoke England learned a 




The Division of Virginia between the London and Plymouth 

Companies 

valuable lesson. That lesson was that planting col- 
onies in a new country was so costly that it could be 
Done only by a King, or by a number of men forming 
themselves into companies. Two companies, there- 



THE ENGLISH IN VIRGINIA 



57 



fore, were formed to take up the work which Raleigh 
had begun. One of them was formed by men living 
in London, and was called "The London Company"; 
the other by men living in Plymouth, and was called 
"The Plymouth Company." 

To the London Company, King James gave the 
region between the Potomac and the Cape Fear 
rivers ; to the 1 'lymouth Company, he gave the region 
between Nova Scotia and Long Island. Between the 
two was a third region which was to belong to the 
company whi,ch planted the first colony in it. All 
three regions extended from the Atlantic Ocean to 
the Pacific. At that time all the land claimed by Eng- 
land in America was called Virginia. 

The First Colony.— The 
London Company 
promptly fitted out three 
vessels, the Susan Con- 
stant, the Godspeed, and 
the Discovery, to take a 
colony to Virginia. They 
were under the command 
of Sir Walter Raleigh's 
good friend, Captain 
Christopher Newport, a 
brave and skillful officer. 
The colony was composed 
of 105 men, who expected 
to make their fortunes in 
Virginia. 

The voyage was long 
and tiresome. The ships 




The Region of Jamestown am 
Roanoke. 



58 THE STORY OF THE UNITED STATES 

sailed from England six days before Christinas in 
1606; they arrived in Virginia in April, 1607. Sail- 
ing by the entrance of Chesapeake Bay, the colonists 
entered a large river which they called the James, in 
honor of the King. Thirty-two miles up the river 
they came to a peninsular jutting out into the stream. 
They thought it an excellent place for a settlement, 
so they anchored their ships, went ashore, and began 
work. 

First the colonists erected a fort as a protection 
against the Indians. Next they built a church. What 
a crude, simple affair this first church was ! A rough 
board nailed between two trees served as a pulpit and 
a piece of heavy cloth stretched above it was the roof. 
The settlers next laid out a street, along which they 
built a few rude log huts. Thus was begun the first 
permanent English settlement in America, which in 
honor of the King, was called Jamestown. 

The First Summer at Jamestown. — In the begin- 
ning the settlers were delighted with Virginia. They 
did not realize that planting a colony in the wilder- 
ness would require hard labor. Indeed, only a few 
of them knew how to do such work ; the others were 
idle "gentlemen" who did not care to soil their hands. 
The colonists spent their time looking for gold and 
silver when they ought to have been cutting down 
trees, building houses, and planting crops. In a little 
while their scanty supply of food began to give out. 
Only half a pint of wheat and barley a day could be 
allowed each man, "and this," wrote one of them, 
"contained as many worms as grain." During the 



THE ENGLISH IN VIRGINIA 



59 



hot August days fever broke out, and before the sum- 
mer was over, more than half the settlers had died. 
Captain John Smith. — The others would probably 
have perished, too, but for the good sense and courage 
of Captain John Smith. Smith was only twenty-seven 
years old, but already had had so 
many adventures that the story 
of his life reads like a fairy tale. 
He had served as a soldier in Eng- 
land, France, the Netherlands, 
and other European countries. 
He had fought the Spaniards and 
the Turks. Three times in hand- 
to-hand combats, with both the 
Turkish and the Christian armies 
looking on, he had killed the 
champions of the Turkish army. 
The Turks captured him in battle 
and made him a slave, but Smith 
soon afterwards knocked his cruel 
master on the head with a club 
c* „, t c and escaped. After many other 

Statue of John Smith a J 

Made in 1907, occasion of adventures, he returned to Eng- 

Jamestown Exposition. ^ -^ ^ ^ to -^ ^ Lon _ 

don Company's colony which was about to sail to Vir- 
ginia. The London Company appointed him a mem- 
ber of the Council, the body which was to govern the 
colony. 

Smith is Adopted by the Indians. — Smith seems to 
have been the only man at Jamestown who knew 
what to do. While the others were searching for 




60 THE STORY OF THE UNITED STATES 



gold, he was exploring the country, killing game, and 
making friends with the Indians. Once his efforts 
came near costing him his life. He was captured by 
the Indians and taken before the powerful old chief, 
Powhatan. It took Powhatan and his warriors a long 
time to decide what to do with the pale-face captain, 
but finally they condemned him to death. 

Smith's arms were tightly bound, his head laid 
upon a great stone, and warriors with large stone 
clubs stood ready to beat out his brains. Suddenly a 
young Indian girl rushed up to the prisoner, threw 
herself between him and the warriors, and begged 
that his life be spared. This girl was Pocahontas, the 
daughter of Powhatan. The old chief was so pleased 
at his daughter's conduct that he not only set Smith 
free, but even adopted him as his son. 

Smith and His "Father" Powhatan.— When Smith 
returned to Jamestown he found the colony on the 
verge of starvation. Only thirty-eight out of 105 
settlers were still alive. To make matters worse, a 
ship soon arrived from England bringing 120 new 
settlers, but without food enough to go around. 
These new settlers, like the first, would not work, but 
spent their time looking for gold. Once they found 
some yellow sand, cried out with delight that it was 
gold, and sent a shipload of the worthless stuff to 
England. Again the spring went by and no crops 
were planted; and again summer found the settlers 
exposed to fevers and starvation. 

The importance of Smith's friendship with his 
"Father" Powhatan was now seen. The Indians 



THE ENGLISH IN VIRGINIA 



Gl 



could easily have destroyed the sickly little hand at 
Jamestown, but Powhatan forbade their doing it. 
The old chief liked his brave pale-face son, and gave 
him corn for the settlers. Pocahontas, too, who often 




Pocahontas Saving Life of John Smith. 

came to Jamestown to see her friend. Captain Smith, 
became a devoted friend of the white people, and 
helped to keep friendship between them and the 
Indians. 

Smith Puts Everybody to Work. — Smith was final- 
ly made governor of the colony and ruled with an 
iron hand, but he ruled wisely, lie made everybody 
work. No man should share in the supply of food, 
he declared, unless he worked six hours a daw The 
"gentlemen" cursed and swore because they had to 



02 THE STORY OF THE UNITED STATES 

work like common men. Smith then began to keep a 
record of their oaths and at night for every oath a 
man uttered during the day he had a bucket of cold 
water poured down his sleeve. After this, as Smith 
himself tells us, "a man would scarce hear an oath a 
week." Under his firm rule land was cleared and 
planted in corn; better houses were built, and the con- 
dition of the colony was greatly improved. 

Smith realized that the men at Jamestown were 
not the right kind of men to plant a colony in the 
wilderness. He wanted men who were willing to 
work and who knew how to work. So he wrote to the 
London Company: "When you send again, I entreat 
you to send but 30 carpenters, husbandmen, garden- 
ers, fishermen, blacksmiths, masons, and diggers up 
of trees' roots, rather than 1,000 such as we have." 

In the summer of 1609 Smith decided to move the 
colony to a healthier place than Jamestown, and made 
a voyage up the James river to look for a new site. 
One day while he was on this voyage, some gun- 
powder exploded in the boat and wounded him so 
badly that he had to go to England for medical treat- 
ment. At that time there were five hundred English- 
men in Virginia. 

II. 

Virginia Becomes a Flourishing Colony. 

The Starving Time. — After Smith's departure, the 
colony again fell into disorder. There was now no 
man at Jamestown strong enough and wise enough 






THE ENGLISH IN VIRGINIA 63 

to rule the others. The colonists quarrelled among 
themselves. They got into trouble with the Indians, 
who refused to give them corn. They allowed their 
supplies to run short. Frosts and snows came, and 
some of the colonists died of the cold. Others were 
slain by the Indians. Many perished for want of 
food. Their suffering was so terrible during that 
winter that it became known as "the starving time." 
One poor wretch, crazed with agony, threw his Bible 
into the fire and cried aloud, "Alas! there is no God." 
When spring came, of the five hundred men left by 
Smith at Jamestown, all but sixty were dead. 

The Settlers Decide to Abandon Jamestown. — The 
settlers in despair decided to abandon Jamestown and 
return to England. So they went aboard their ships 
and sailed down the river, but the next day they met 
three English ships coming up the river bringing a 
new governor, more settlers, and a supply of food. 
Lord Delaware, the new governor, promptly ordered 
all to return to Jamestown. As he stept ashore, he 
fell upon his knees and thanked God that he had ar- 
rived in time to save Virginia. 

The Colony On Its Feet. — Lord Delaware was a 
good governor and soon had the colony on its feet 
again. The next year he returned to England, leav- 
ing Sir Thomas Dale to govern in his place. Dale 
was just such a man as John Smith — brave, energetic, 
and hard-headed, with plenty of common-sense. He 
permitted no resistance to his rule, but put down dis- 
order with a firm hand and punished crime severely. 
To encourage the settlers to work, he allowed each 



64 



THE STORY OF THE UNITED STATES 



man to have three acres of land to cultivate for his 
own use. Order, industry, and contentment followed 
and never again did the Virginia settlers suffer for 
lack of food. 




Marriage of John Rolff. and Pocahontas. 

Pocahontas. — After Smith left Jamestown quar- 
rels broke out between the settlers and the Indians. 
Pocahontas, who had done so many services for her 
w r hite friends, came no more to Jamestown. One day 
in 1612, Captain Samuel Argall, a stern, harsh man, 
captured the Indian maiden and brought her to 
Jamestown as a prisoner. "As long as we keep her," 
he thought, "Powhatan will not dare to attack us." 

The capture of Pocahontas led to an interesting 
event. John Rolfe, one of the settlers, fell in love 
with her, and she consented to marry him. She was 
then taught the Christian religion and baptized. The 



THE ENGLISH IN VIRGINIA G5 

Christian name given her was Rebekah, but we al- 
ways think of her as Pocahontas. Powhatan gave 
his consent to the wedding and sent some of his war- 
riors to attend it. The white people hoped the mar- 
riage of Pocahontas would secure for them the friend- 
ship of old Powhatan and his tribe. 

Pocahontas in London. — After the wedding Rolfe 
took his bride to England. What a wonderful trip it 
was for her! In England she was called the "Lady 
Rebekah'' and was received like the daughter of a 
mighty king. A pleasant surprise awaited her in Lon- 
don when her friend John Smith, whom she thought 
was dead, came to see her. When he, like the others, 
called her "Lady Rebekah," tears came into her eyes 
and she said: "You must call me your child, and let 
me call you Father, just as we did in Virginia." Then 
she added: "They always told me you were dead, and 
I knew not otherwise till I came to England." 

Tobacco. — While Dale was governor, John Rolfe 
began the cultivation of tobacco at Jamestown. We 
have already seen how Ralph Lane carried some to- 
bacco leaves from Roanoke to England, and how Sir 
Walter Raleigh set the fashion of smoking. The use 
of tobacco spread rapidly and its cultivation soon be- 
came the most important industry in Virginia. It 
sold for a high price in England, and brought much 
wealth to the Virginia planters. They even used to- 
bacco as money, and whatever the Virginians wanted, 
they could buy with tobacco. 

The cultivation of tobacco made the colony more 
prosperous and brought a better class of settlers. 



06 THE STORY OF THE UNITED STATES 

People had found that although it paid better to raise 
tobacco than to search for gold, it required much 
harder work. Idle and disorderly people, therefore, 
staid away, but many hard-working and law-abiding 
settlers came. Their homes were soon scattered up 
and down the James river and when Governor Dale, 
after ruling the colony for five years, returned to 
England, he left more than six hundred people in 
Virginia. 

How Homes Were Made in Virginia. — Most of the 
planters in Virginia expected to return to England 
after making their fortunes. They did not intend to 
make Virginia their home. After a while the London 
Company realized that without homes and families 
the colony would never prosper. So in 1619 the 
London Company sent from England a shipload of 
young women to become the wives of the settlers. 
Each girl was free to choose her husband, but no man 
could claim one for his bride until he had paid to the 
London Company the cost of her passage, which 
amounted to one hundred and twenty pounds of 
tobacco. 

To the lonely Virginians that seemed a very small 
price, indeed, to pay for a wife. When the planters 
heard that the girls had arrived they donned their best 
clothes and hastened down to the wharf to do their 
courting. We may be sure that none of the girls 
found any trouble in getting a husband. The settlers 
now began to feel as if Virginia was really their home 
and worked harder than ever to make it a good place 
to live in. 



THE ENGLISH IN VIRGINIA 07 

How Negro Slavery Was Established in Virginia. 
— For the cultivation of tobacco, the Virginia planters 
needed many laborers, and several plans for supply- 
ing them were tried. Sometimes the planters would 
pay for the passage across the Atlantic of poor per- 
sons who would agree to work for them long enough 
to pay back the money. Sometimes persons who had 
been convicted of crime in England were sent to Vir- 
ginia and compelled to work for the planters. An- 
other class of laborers was introduced in 1619 when a 
Dutch ship brought to Jamestown twenty negroes 
whom the captain offered to sell as slaves. The 
planters gladly paid the price demanded for them. 
As negroes were found to be well suited for work on 
the tobacco plantations, many others were brought to 
Virginia and sold into slavery. At that time nobody 
thought it wrong to make slaves of negroes, or fore- 
saw the evils that were to come from it. 

Self-Government in Virginia. — Self-government 
was introduced into Virginia the same year as slav- 
ery. Until 1619 the colony was governed entirely by 
the London Company. The colonists became dissatis- 
fied with that plan because it gave them no voice in 
making the laws. In England the people had a voice 
in selecting the men who made the laws, and the 
people of Virginia thought they ought to have the 
same right. In 1619 the London Company, led by 
the wise and noble Sir Edwin Sandys, decided to 
grant that right to them. 

The Virginians, therefore, were told to elect 
twenty-two men to form a House of Burgesses, or 



G8 



THE STORY OF THE UNITED STATES 



citizens, to represent the people in making the laws 
and levying taxes. The first House of Burgesses 
met in the little wooden church at Jamestown in 1619. 
Its meeting was one of the most important events in 
our history, for it was the beginning of self-govern- 
ment in America. When the other English colonies 
were established they, too, demanded and received 
the same right. Sometimes kings and governors tried 
to take away this right, but the people always re- 
sisted and finally threw off the rule of England 
altogether. 

The Burning of Jamestown. — King James did not 
like the way the London Company was managing the 
affairs of Virginia, so he overthrew it and made Vir- 
ginia a royal colony. After that event the governors 
were appointed by the King. One of the governors 

appointed by King 
Charles I. was Sir Wil- 
liam Berkeley, a proud, 
selfish man who cared 
nothing for the people 
and conducted the gov- 
ernment so as to enrich 
himself and his friends. 
He tried to take from 
the people their right 
to a voice in their gov- 
ernment. When the 
Indians murdered some 
settlers, he refused to 
send soldiers to punish 
them. Many people 




'^^SiS 




Bacon's Rebellion". 



THE ENGLISH IN VIRGINIA 00 

believed that he was trading with the Indians and 
did not want his trade broken up. Others declared 
he was afraid the soldiers might turn against him on 
account of his many tyrannical acts. 

The planters finally took matters into their own 
hands, raised an army and chose Nathaniel Bacon 
as their leader. Berkeley ordered Bacon to lay 
down his arms, and when Bacon refused and led 




Ruins of Jamestown 

his men against the Indians, Berkeley proclaimed 
him a rebel and ordered his arrest. But the peo- 
ple were on Bacon's side, and in 1676 rebellion 
broke out in earnest. Bacon marched upon James- 
town and Berkeley fled. Then in order to prevent his 
finding refuge there again Bacon's soldiers burned 
the town. Bacon soon afterwards died of fever, and 
the rebellion came to an end. Berkelev treated 



70 THE STORY OF THE UNITED STATES 

Bacon's followers with great cruelty, twenty-two of 
whom he had hanged. The King then removed him 
from office and ordered him to return to England, 
where he died in disgrace. 

Growth of Virginia. — Jamestown was left a heap 
of ashes and was never rebuilt. But there were now 
other important settlements in Virginia, and one of 
them, Williamsburg, was chosen as the capital. In 
1693 a college was founded at Williamsburg and 
named William and Mary College, in honor of the 
King and the Queen of England. The colony was 
now growing rapidly. The settlers had lands of 
their own. In tobacco they had a crop that brought 
them much wealth. Finally, they had demanded and 
secured the right to make their own laws. Such ad- 
vantages attracted many people from England, and 
soon plantations were scattered all along the James 
river and its tributaries, and as far west as the 
mountains. By the time Virginia was a hundred 
years old, its population numbered more than 
seventy-five thousand, and it was the most populous 
and the richest colony in America. 



REVIEW. 
I. 

JAMESTOWN. 

Geography. — i. Describe the coast of Virginia. 2. What 
two capes are at the entrance of Chesapeake Bay? 3. What 
large rivers flow into this bay? 



THE ENGLISH IN VIRGINIA 71 

History. — i. What lesson did the English learn from Ral- 
eigh's efforts at Roanoke? 2. What two companies were 
formed? What regions did the King grant them? 3. Describe 
the voyage of the hrst colony. Where did it land? 4. Give 
an account of the beginning of their settlement. What was 
its name? 5. Give an account of the hrst summer at James- 
town. Why did the settlers have so much trouble? 6. Tell 
the story of the early life of John Smith. 7. What did he 
think was needed at Jamestown? 8. Tell about his adventures 
with the Indians. 9. Describe the situation at Jamestown upon 
his return. 10. How did his friendship with Powhatan help 
the colony? 11. Describe his ways of ruling the settlers. 

12. What did he write to the London Company? 13. Why 
did he leave Jamestown ? What was the situation there then ? 

II. 

VIRGINIA BECOMES A FLOURISHING COLONY. 

History. — 1. What was the "starving time?" What caused 
it ? 2. How did Lord Delaware save Virginia ? 3. Describe 
the rule of Sir Thomas Dale. 4. Tell how the colonists treated 
Pocahontas. 5. Describe her visit to London. 6. What effect 
did the cultivation of tobacco have in Virginia? 7. Tell how 
homes were made in Virginia. 8. How were laborers secured ? 
9. Give an account of how the Virginians secured self-govern- 
ment. 10. How was Virginia made a royal colony? What is 
meant by a "royal colony?" 11. Describe the rule of Sir 
William Berkeley. 12. Give an account of Bacon's Rebellion. 

13. Describe the growth of Virginia. 14. What events oc- 
curred in Virginia in the following years: 1607, 1619, 1676, 
1693? 



CHAPTER VI. 
THE BEGINNING OF NEW ENGLAND. 

L 

The Pilgrim Fathers. 

New England. — As we have seen, all the region in 
America claimed by England was at first called Vir- 
ginia. Sometimes what we now know as New Eng- 
land was called North Virginia. It was our friend, 
Captain John Smith, who changed its name. After 
he left Jamestown, the Plymouth Company sent him 
to explore the coast from the Penobscot river to Cape 
Cod. He then drew a map of that region and gave 
to many of the places the names which they still 
bear. The whole he called New England. The Ply- 
mouth Company were so pleased with his work that 
they gave him the title of "Admiral of New England." 
Smith formed a poor opinion of that region. He was 
not so foolish, he said, as to suppose any man would 
ever leave England to settle on the barren, rocky 
coast of New England. But our gallant captain was 
mistaken. 

Puritans and Separatists. — Religious persecution 
drove the first settlers to New England. Today the 
people of nearly all civilized countries enjoy religious 
freedom. In our own country a man mav belong to 



THE BEGINNING OF NEW ENGLAND 7:'. 

any church, or to no church at all, just as he likes; 
and no power can compel him to pay for the support 
of any church. No such freedom was permitted any- 
where in the days when James I. was King of Eng- 
land. The people were supposed to belong to the 
same church as their king, which in England was 
known as the Church of England. Laws were passed 
to compel people to attend that church, and to pay 
inward its support; and those who refused were se- 
verely punished. 

There were many people in England who objected 
to certain customs of the Church of England, which, 
they said, were contrary to the teachings of the Bible. 
They did not desire to leave that church, but, as they 
said, they wished to purify it. Such people, there- 
fore, were called Puritans. After a while some of 
the Puritans gave up hope of purifying the Church 
of England and separated from it. They were then 
called Separatists. 

The Puritans Seek Refuge in Holland. — The wrath 
of King James fell heavily on both Puritans and 
Separatists. Laws were passed which forbade their 
holding any meetings, and when they defied these 
laws they were fined, whipped, and imprisoned. "I 
will make them obey," declared the King, "or I will 
harry them out of the land." He kept his word, for 
when they refused to obey, his persecutions became 
so cruel that many Separatists fled to Holland. 

The Separatists prospered in Holland, but they 
were not happy there. They loved the customs and 
the language of their native country and wanted their 



74 THE STORY OF THE UNITED STATES 

children to grow up as Englishmen : and it made them 
sad to see their sons and daughters forgetting- Eng- 
land and learning- the manners and customs and 
speaking the language of Holland. In a few years 
they would no longer be Englishmen, but Dutchmen. 

The Puritans Become Pilgrims. — After spending 
eleven years in Holland, the Separatists decided to go, 
""like pilgrims," to America, where they could enjoy 
religious freedom, speak the English language, and 
keep their English manners and customs. The Lon- 
don Company granted them land for a colony near 
the mouth of the Delaware river. They asked the 
King for a charter giving them authority to set up 
a government under his protection. James refused 
to grant the charter, but declared that the Pilgrims 
might go to America if they wanted to, and that he 
would permit no one to trouble them as long as they 
behaved themselves. 

Voyage of the "Mayflower." — From some English 
merchants the Pilgrims borrowed enough money to 
buy a ship called the Speedwell and to hire another 
called the Mayflower. They set sail in July, 1620, 
but the Speedwell soon sprang a leak and they were 
compelled to return. The Mayflower, with one hun- 
dred settlers on board, then sailed alone. A storm 
drove her far to the north of the Delaware river and 
she finally reached land at Cape Cod. Storms pre- 
vented the Pilgrims from going farther south and 
compelled them to land in Xew England. 

John Carver, William Bradford, and Miles Stand- 
ish. with a few others, went ashore to select a site 



THE BEGINNING OF NEW ENGLAND 7 

for the settlement. It was bitterly cold, the ground 
was covered with snow, and a freezing wind swept 
down the bleak coast But the sturdy Pilgrims were 
not dismayed. They selected a suitable site and then 
brought the other colonists ashore. The region to 
which they had come belonged to the Plymouth Com- 
pany, but they knew the Company would give them 
permission to plant a colony there, so they named 
their settlement Plvmouth. 



v • 



\1 



-BL^fc 



* v ; 



Watching the "Mayflower" Sail Back to England, Spring of 1621 

Before going ashore the men met in the cabin of 
the Mayflower, and signed an agreement to abide 
by such laws as the majority should make. They 
then elected John Carver their first governor. This 
event was the beginning of self-government in New 
England. 

The Founding of Plymouth. — The winter was so 
severe that before the warm spring came more than 
half the little band of Pilgrims, including Governor 



76 THE STORY OF THE UNITED STATES 

Carver, perished. To prevent the Indians from 
knowing how many had died and how few were left, 
all the graves were leveled with the earth and cov- 
ered with leaves. At one time the living were scarce- 
ly able to bury the dead and but seven men in the 
colony were well enough to nurse the others. 

When spring finally came the sick got well and 
strong again and all went to work with a vim. By 
the end of summer, they had built a fort, erected 
seven houses, and had a plentiful crop ready to har- 
vest. When their supplies had been safely laid away 
for the winter, the Governor appointed a day for 
giving thanks to God. That was our first Thanks- 
giving Day. During the second winter the arrival of 
fifty new settlers greatly strengthened the infant 
colony. 

A Good Ruler and a Brave Soldier. — The leading 
men at Plymouth were William Bradford and Miles 
Standish. Bradford had received an excellent edu- 
cation. After Governor Carver's death he was chosen 
governor and made such an excellent ruler that the 
people continued him as their governor for thirty-one 
years. Afterwards he wrote an interesting history 
of the colony from which we get most of our knowl- 
edge of Plymouth. 

Miles Standish was a brave soldier, of whom the 
poet Longfellow said: 

"Short of stature was he, but strongly built and athletic, 
Broad in the shoulders, deep-chested, with muscles and sinews 
of iron." 



THE BEGINNING OF NEW ENGLAND 



77 



Standish was put in command of the little army 
which was to defend Plymouth against the Indians. 



kIM' 






/S^ 


■- 


^ '. ■ . ,^k 


ibx . j$ 


? 

',.,! 



Miles Standish and His Soldiers 

At first the Indians could not understand how such 
a small man could be much of a fighter, but they soon 
learned to respect and fear him. 

"Welcome Englishmen." — One day in the spring 
the settlers were much frightened at seeing a tall In- 
dian warrior walk boldly into the very center of Ply- 
mouth. But their fear quickly turned to surprise and 
joy when the warrior held out his hand and said, 
"Welcome, Englishmen!" Me was Samoset, a war- 
rior of the neighboring tribe of Wampanoags, and 
had been among some fishermen farther north, from 
whom he had learned a few English words. The Pil- 



78 THE STORY OF THE UNITED STATES 

g'rims treated him kindly. Later Samoset came again 
bringing- his chief Massasoit and twenty other war- 
riors. At the Governor's house these Wampanoag 
warriors and the Pilgrims smoked the peace pipe and 
made a treaty of friendship. 

A Bold Challenge and a Daring Answer. — A short 
distance from Plymouth was the powerful tribe of 
Narragansetts who were enemies of the Wampa- 
noags. The Narragansett chief, Canonicus, decided 
to make war on the friends of the Wampanoags at 
Plymouth. He wrapped some arrows in a snake skin 
and sent them to Plymouth by a warrior who threw 
down the bundle where it would quickly be found 
and then scampered away as fast as his legs could 
carry him. 

Governor Bradford knew this was a declaration of 
war. He also knew that Canonicus had at least two 
thousand warriors, while Captain Standish could not 
muster more than fifty. But it would never do to let 
Canonicus think the Englishmen were afraid of him. 
So Bradford filled the snake-skin with powder and 
bullets and sent it back to Canonicus. "If he wants 
war," said Miles Standish, "let him come on; he will 
find us ready for him." When Canonicus received 
this daring answer, he decided that it would be best 
for him to remain at peace with the white men. 

Growth of Plymouth. — At first Plymouth grew 
slowly. After ten years it contained only three hun- 
dred people. But they continued to work hard; 
others joined them, and at the end of fifty years there 
were 8,000 people in the colony. A few years later 



THE BEGINNING OF NEW ENGLAND TO 

Plymouth was annexed to the greater colony of 
Massachusetts. 



II. 

The Founding of Massachusetts. 

The Puritans Plan a Colony. — Massachusetts was 
founded by the Puritans, who had watched with great 
interest the success of the Pilgrims at Plymouth. In 
England their troubles had become more serious than 
ever, for though King James was dead, his son 
Charles I. who was now king, was a more bitter enemy 
of the Puritans than his father had ever been. It 
seemed clear to the Puritans, therefore, that the time 
was coming when they would have to fight for their 
liberties, and that it would be wise for them to found 
a Puritan colony in America to which Puritans could 
go, if the King should defeat them in England. 

The Massachusetts Bay Company. — The plan 
found favor and the Puritans lost no time in carrying 
it out. They organized a company which bought 
from the Plymouth Company a large tract of land 
in New England. As its land was located on Massa- 
chusetts Bay, the new Company w r as called the 
Massachusetts Bay Company. King Charles granted 
it a charter which gave its members the right to elect 
their own governor and to make their own laws. In 
one important particular the Massachusetts Bay 
Company differed from the London Company which 
had settled Virginia. The London Company was 



80 



THE STORY OF THE UNITED STATES 



required to hold its meetings in London far away 
from the colonists and near the King. The King, 
therefore, exercised great influence over its actions. 
The charter of the Massachusetts Bay Company 
granted the Company the privilege of holding its 
meetings wherever it chose. It held them, therefore, 
in the colony far away from the influence of the 
King and where the colonists themselves could con- 
trol its actions. This fact enabled the people of 
Massachusetts, as long as they held their charter, to 
carry on their government to suit themselves and 
made them almost independent of the King. 

The Founding of Salem. — In 1628, John Endicott, 
a leading Puritan of London, set sail with sixty 
settlers to lay the foundations of the new colony. 

He selected a place which the 
Indians called Naumkeag, but 
upon his arrival found it al- 
ready occupied by some fisher- 
men. At first they opposed 
Endicott's plans, but by wise 
management he finally per- 
suaded them to accept his 
authority. As the differences 
between Endicott and the 
fishermen were settled peace- 
fully, the new settlement was 
called Salem, which is the He- 
brew word for peace. During 
than four hundred Puritans 



John Endicott 



the first year more 
arrived at Salem. 



THE BEGINNING OF NEW ENGLAND 



81 




John Winthrop 



John Winthrop Founds Boston. — The year after 
the founding of Salem, a still larger colony of wealthy 
and educated Puritans left England for Massachu- 
setts. Their leader was John 
Winthrop, an excellent scholar 
and one of the wisest and noblest 
men in our history. He was kind- 
hearted and modest, but brave 
and firm in standing for what he 
believed to be right. He willingly 
gave up a comfortable home in 
England for a hut in America in 
order that he might enjoy the 
liberty of worshiping God in what 
he believed was the right way. His influence with 
the Puritans was so great that many of them fol- 
lowed him to Massachusetts. 

Winthrop was elected governor of the Massachu- 
setts Bay Colony. He did not like the site of Salem 
and resolved to found a new town on the peninsular 
of Shawmut where there was a spring of pure water 
and a good harbor. He named the new town Boston 
after Boston in England whence came many of the 
Puritan colonists. Boston soon became the most 
important town in Massachusetts and was the home 
of the governor. During the first year of Winthrop's 
rule, seventeen ships arrived in Massachusetts bring- 
ing more than one thousand settlers. Within the 
next four years the population of the colony increased 
to four thousand, and twenty towns were founded. 
The New England Village. — In Virginia, as we 



82 THE STORY OF THE UNITED STATES 

have seen, where the cultivation of tobacco was the 
chief industry, the colonists settled on widely scat- 
tered plantations; but in New England, where re- 
ligious freedom was the chief purpose of the colonists, 
they settled in towns and villages, with their houses 
clustering around the church, the schoolhouse, and 
the town hall. Each village was allowed to manage 
its own affairs. The people met in the town hall, 
or in the church to discuss public matters. Only 
church members had the right to vote. The minister 
generally was the leading man in the village. As the 
people lived in villages it was easy for them to sup- 
port their churches, to build roads, and to have 
schools. Boston was only five years old when a public 
school was opened there. A few years later a law 
was passed which required every village in Massa- 
chusetts which had as many as fifty families to sup- 
port a public school which all the children must 
attend. 

The First College in America. — The Puritans in- 
sisted on their preachers being well educated. Many 
of the ministers who came to Massachussets had 
studied at the great English universities of Oxford 
and Cambridge. Six years after Boston was founded, 
the Puritans resolved to provide some means for 
educating ministers in the colony. In 1636 a town 
meeting was held in Boston to discuss the matter. 
It was decided to found a college so "the light of 
learning might not go out, nor the study of God's 
word perish" ; and money was voted for that purpose. 
Two years later, a clergyman named John Harvard 



THE BEGINNING OF NEW ENGLAND 83 

died and left all his books and a large sum of money 
to endow the new college which in gratitude for his 
generosity was named Harvard. That first college 
in the United States has grown and prospered until 
it has become one of the most famous schools in all 
the world. 

The Apostle to the Indians. — The Puritans hoped 
that some Indians would go to Harvard College and 
become Christians. But the Indians were not inter- 
ested in education and could not understand the 
Christian religion. When the Puritans told them 
about God, they replied that they had thirty-six gods 
and would not be so foolish as to give them up for 
just one God. Afterwards some of the Indians de- 
cided that the God of the Puritans was mightier than 
all the gods of the Indians and began to pray to Him 
for help against their enemies. These Christian 
Indians became known as "praying Indians." 

The man who did more than anybody else 10 help 
the Indians was John Eliot. He was a learned 
scholar, a teacher, and a preacher. After studying 
Indian languages for fourteen years, Eliot wrote an 
Indian grammar and translated the Bible into the 
Indian language. He spent many years in teaching 
and preaching to the Indians. He taught many of 
them to read and to write, and showed the squaws 
how to spin and how to till the soil. Eliot is known 
as the "Apostle to the Indians." 

Religious Quarrels. — The Puritans came to Massa- 
chusetts in order to be able to worship God in their 
own way and did not want anybody in the colony who 



84 THE STORY OF THE UNITED STATES 




Puritans returning from Church 



liked some other way better. They passed laws, 

therefore, which re- 
quired every man to 
pay for the support of 
the Puritan church and 
to attend the services 
of that church. The 
right to vote was de- 
nied to all except Puri- 
tans. The only re- 
ligious freedom allow- 
ed in Massachusetts 
was the freedom to 
worship God according 
to the ideas of the Puri- 
tans. Persons who held other religious views were 
punished and ordered to leave the colony. 

The Quakers in Massachusetts. — Those who suf- 
fered most in Massachusetts on account of their 
religion, were the Quakers. They opposed all laws 
about religion and did many odd things which they 
said God had commanded them to do. One day a 
Quaker rushed into a church in Boston holding a 
glass bottle in each hand and smashing them to- 
gether, exclaimed to the congregation, "Thus will 
the Lord break you all in pieces." 

The Puritans tried in vain to keep the Quakers 
from coming to Massachusetts. Severe laws were 
passed against them. They were arrested, fined, 
whipped, imprisoned, and branded with hot irons. 
Finally four Quakers who persisted in preaching their 
doctrines in Boston were hanged. This act aroused 



THE BEGINNING OF NEW ENGLAND 85 

the anger of the King who ordered that the perse- 
cutions of the Quakers be stopped. There were also 
many Puritans themselves who were opposed to 
religious persecution and through their influence the 
severest of the laws against the Quakers were re- 
pealed. The Quakers had not suffered in vain for 
their suffering aroused much opposition to religious 
persecution and in 1691 Massachusetts received a 
new charter which required that all churches be per- 
mitted in that colony. Thus the Quakers won 
religious freedom not only for themselves but for 
all other Christians also. 

Massachusetts Loses Her Charter. — The way the 
affairs of Massachusetts were being conducted was 
displeasing to Charles II. who became King of Eng- 
land in 1660. He denied the right of that colon}' to 
put Quakers to death on account of their religion. 
He ordered the repeal of the laws which prohibited 
the services of the Church of England. He was angry 
because Massachusetts denied the right to vote to all 
except members of the Puritan church. In none of 
these things, however, would Massachusetts obey his 
commands. Charles felt that her charter made 
Massachusetts too independent of the King, and 
he resolved to bring the government of the colony 
under his own control. In 1684, therefore, he took 
away her charter and made Massachusetts like Vir- 
ginia a royal province. Thus the people lost the right 
to elect their governors who were now appointed by 
the King and were, therefore, always ready to carry 
out his commands whether the people liked them or 
not. 



86 THE STORY OF THE UNITED STATES 

REVIEW. 
I. 

THE PILGRIM FATHERS 

Geography. — i. Study carefully the map of New England. 
2. Note the Penobscot river. Cape Cod. 3. Where is the 
Delaware river. 4. Locate Plymouth, Mass. 

History. — 1. How did New England get its name? 2. What 
did John Smith say about it? 3. Who were the Puritans? 
The Separatists? How did they get those names? 4. How 
did King James treat them? 5. Describe their life in Holland. 
6. Why are they now called "Pilgrims?" 7. Describe the voy- 
age of the Mayflozver. 8. Where did they intend to go? Why 
did they not go there? Where did they land? 9. Describe 
their landing. 10. What agreement as to government did they 
make? 11. Describe their first winter at Plymouth. 12. Tell 
about the first Thanksgiving Day. 13. Who was William 
Bradford? 14. Who was Miles Standish? 15. How did Massa- 
soit's Indians receive the Pilgrims? 16. Describe how Canoni- 
cus challenged the English, and their answer. 17. Describe 
the growth of Plymouth. 

II. 

THE FOUNDING OF MASSACHUSETTS. 

Geography. — 1. Find Cape Cod Bay; Massachusetts Bay. 
2. Where is Salem? Boston? Cambridge? 

History. — 1. Who were the founders of Massachusetts? 
2. Why did they decide to come to America? 3. What was 
the Massachusetts Bay Company? 4. Plow did its charter 
differ from that of the London Company? Why was this 
important? 5. Describe the founding of Salem. 6. Who was 
John Winthrop? 7. Give an account of the founding of 



THE BEGINNING OF NEW ENGLAND 8T 

Boston. 8. How did the settlement of Virginia differ from 
that of New England? 9. What advantages did the village 
give the latter? 10. Give an account of the founding of the 
first college in America. 11. What did the Indians think of 
Christianity? 12. Who was the "Apostle to the Indians," and 
why was he so called ? 13. How did the Puritans treat members 
of other churches? 14. Give an account of the persecution 
of the Quakers in Massachusetts. 15. Why was Massachu- 
setts made a royal colony ? 



CHARTER VII. 
OTHER NEW ENGLAND COLONIES. 

I. 

Maine and New Hampshire. 

A Country "Too Cold for Englishmen." — To the 

north of Massachusetts was a vast wilderness which 
is now Maine and New Hampshire. The coast of 
that region was visited by English sailors before 
Massachusetts was settled, but every effort to plant 
colonies there had failed. One colony spent a winter 
on the Kennebec river and in the spring returned to 
England declaring that the country was too cold for 
Englishmen to live in. 

Mason and Gorges. — Later two men became inter- 
ested in that region who were not afraid of cold 
weather. They were Captain John Mason and Sir 
Ferdinando Gorges. Both were active and resolute 
men. Mason was a daring soldier who had once been 
governor of Newfoundland and was familiar with 
that part of the New World. An account which he 
wrote of the timber, furs, and fisheries of Maine 
attracted notice in England. Gorges who was a good 
friend of Sir Walter Raleigh and of Captain John 
Smith, sent several ships to the coast of Maine to 
trade with the Indians. One of his ships was com- 



OTHER NEW ENGLAND COLONIES 89 

manded by Captain John Smith who, as we have 
already learned, loved adventure and was not to be 
daunted by hardships. Captain Smith then agreed 
to lead a colony to the Maine wilderness, but he was 
captured by a French war vessel and carried a 
prisoner to France. 

The Founding of Maine and New Hampshire. — 
Two years after the founding of Plymouth, Mason 
and Gorges were granted the territory between the 
Merrimac and the Kennebec rivers. The next year a 
settlement was made at Dover on the Piscataqua river. 
A few years later Captain Mason himself built a home 
at the mouth of that river which was the beginning 
of Portsmouth. Soon afterwards, not far from 
Portsmouth, settlers who had been driven out of 
Massachusetts on account of their religion, founded 
Exeter and Hampton. 

The Colony of New Hampshire. — In 1629 Mason 
and Gorges decided to divide their land. Mason's 
share was the part in which the towns of Dover, 
Portsmouth, Exeter and Hampton were located. He 
called it New Hampshire after the county of Hamp- 
shire in England, where he had once lived. The 
colony did not prosper and after Mason's death fell 
into confusion and disorder. Finally the scattered 
settlements asked Massachusetts to take them under 
her protection and Massachusetts did so without 
asking the King's permission. This was one of the 
causes of the King's quarrel with Massachusetts, so 
he again separated the two colonies and made New 
Hampshire a distinct royal colony. 



90 THE STORY OF THE UNITED STATES 

Maine. — The territory which fell to Gorges in the 
division was called simply the mainland; later its 
name was shortened to Maine. Some small fishing 
stations on the coast became permanent settlements. 
They carried on trade in furs, timber, and fish with 
ships that came from England. Massachusetts 
claimed Maine as part of her territory, but the King 
made it a royal province under Sir Ferdinando 
Gorges. 

After Gorges died, his grandsons offered to sell 
Maine to the King. While the King was trying to 
make up his mind about it, Massachusetts slipped in 
ahead of him and bought Maine for herself. The 
King was angry that a colony should dare do such 
a thing, and this was one of the reasons he deprived 
Massachusetts of her charter. Maine remained a 
part of Massachusetts until after the colonies had 
thrown off the rule of England. In 1820 it became 
one of the states of the United States. 

II. 

How Roger Williams Founded Rhode Island. 

Roger Williams. — Just as the Puritans fled from 
England to escape religious persecution, so for the 
same reason some of their own members fled from 
Massachusetts. The most famous of these fugitives 
was Roger Williams, pastor of the church of Salem. 
Williams was a brilliant young scholar and an elo- 
quent preacher. He opposed all laws for regulating 
men's religious opinions and taught that every man 



OTHER NEW ENGLAND COLONIES 91 

ought to be permitted to worship God as he pleased. 
H£ also declared that the white people had no just 
claim to the land in Massachusetts because it be- 
longed to the Indians and King Charles had no moral 
right to give it to the. settlers without paying the 
Indians for it. Such views alarmed the Puritan 
rulers. If the King should hear of them, they said, 
he would take their charter away from them. They 
also disliked Williams' views about religion. So they 
decided to send him back to England, but his friend 
John Winthrop warned him secretly of their decision 
and advised him to make his escape. 

A Severe Winter Journey. — When Williams 
received this warning a deep snow covered the earth. 
Wolves, panthers, and bears prowled in the forests. 
But Williams did not hesitate to face cold, hunger, 
and danger for the sake of liberty. He plunged into 
the wilderness determined to seek refuge among the 
Narragansett Indians. After he was an old man, he 
wrote of this journey : "I was unkindly and unchris- 
tianly driven from my house and land and wife and 
children in the midst of a New England winter. I 
was sorely tossed for fourteen weeks, in a bitter 
winter season, not knowing what bread or bed 
meant." He declared that he could "feel yet" the 
effects of his sufferings during that terrible journey 
through the snow and ice. 

Roger Williams and His Indian Friends. — Williams 
had always been a friend of the Indians. He had 
learned their language and had often preached to 
them. One reason he was forced to leave Massachu- 



92 



THE STORY OF THE UNITED STATES 



setts was because he declared the white people ought 
to pay the Indians for the land they took. T,he 
Indians knew that he had always been their friend, 
so they gladly gave him shelter and food and welcome 













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Roger Williams Welcomed by Indian Friends 

to their wigwams. He spent the winter with Massa- 
soit, the friend of the Plymouth colony. Even 
Canonicus, the famous Narragansett chief, declared 
that he loved Williams as a son and gave him welcome 
to his tribe. 

The Founding of Providence. — The next spring, 
1636, Williams was joined by some of his friends. He 
decided to found a settlement in which there should 
be entire religious liberty and for this purpose bought 
a tract of land from Massasoit. But the Governor 
of Plvmouth Colony claimed that the land belonged 
to Plymouth and ordered Williams not to settle on 
it. Thus he was again driven into the wilderness by 



OTHER NEW ENGLAND COLONIES 93 

white men and compelled to seek help from the red 
men. 

Williams next bought from Canonicus a beautiful 
hill at the head of Narragansett Bay. There he laid 
the foundation of a town which he called Providence, 
because he said it was the providence of God that 
had protected him and brought him to that spot. 
Soon afterwards, to his great joy, his wife and 
children joined him. Many others also came to 
Providence who were not permitted to live in the 
other New England colonies on account of their 
religion. 

A Long Name for a Small State. — Another com- 
pany who had tied from Massachusetts because of 
religious persecution bought from the Narragansett 
Indians the Island of Aquidneck at the entrance of 
Narragansett Bay. They changed the name of the 
island to the Isle of Rhodes, or as it soon came to 
be called Rhode Island. In order to help each other 
Rhode Island and Providence united as one colony 
under the name of "Rhode Island and Providence 
Plantations" ; but as this is such a long name for such 
a small State we always speak of it simply as Rhode 
Island. 

Rhode Island Sets a Good Example. — Roger 
Williams, the founder of Rhode Island, was true to 
his own teaching's. He believed that the Indians 
were the rightful owners of all the land in America, 
so he always paid them for whatever land he took. 
He also believed in religious freedom, hence in Rhode 
Island all men were free to worship God as they 



94 THE STORY OF THE UNITED STATES 

pleased. Massachusetts once asked Rhode Island to 
join in persecuting the Quakers. Roger Williams 
made the noble reply that Rhode Island had no law 
whereby to punish any man for declaring his mind 
concerning the ways of God. At that time no other 
country in the world permitted such religious freedom 
and the other New England colonies bitterly de- 
nounced Rhode Island for doing so. But today 
nearly every enlightened country is proud to follow 
the example which little Rhode Island set nearly 
three hundred years ago. 

III. 

The Beginnings of Connecticut. 

"The House of Good Hope."— While Rhode Island 
was in its infancy another important colony was 
growing up on its west. This colony grew out of a 
contest between the English and the Dutch over the 
fur trade of the Indians. Seven years before the 
Pilgrims founded Plymouth, the Dutch had planted 
a trading station at the mouth of the Hudson river 
and had also discovered and sailed up a beautiful 
river which the Indians called Connecticut, or the 
"long river." It was an important stream, not only 
because it flowed through a fertile valley, but also 
because down its current the Indians floated their 
canoes loaded with furs for trade with the white 
people. The Dutch, therefore, bought the valley from 
the Pequot Indians and a few miles above the mouth 



OTHER NEW ENGLAND COLONIES 05 

of the river, built a fort which they called "The 
House of Good Hope." 

An English Fort on the Connecticut. — The English 
also claimed the valley of the Connecticut and Gov- 
ernor Winthrop sent word to the Dutch that they 
must "forbear to built there." He knew if the Dutch 
held the Connecticut river, they would cut off the 
English from trading with the Indians, and also keep 
the New England colonies from growing westward. 
The English, therefore, determined to drive the 
Dutch away. 

In 1635 a party of Plymouth men started up the 
Connecticut river to build a fort above the Dutch 
fort. When they reached "The House of Good 
Hope," the Dutch commander ordered them to stop 
•and threatened to fire on them if they refused. 
The English replied that they were going up the river, 
dared the Dutchmen to fire, and calmly sailed past 
the fort and its astonished commander. On the site 
of the present town of Windsor they went ashore and 
built a fort. As this fort was above "The House of 
Good Hope," the Indians who brought furs down the 
river had to pass it before they could reach the Dutch 
traders. The English, of course, refused to let them 
pass, and thus cut off the trade of the Dutch. The 
winter was a severe one and the English settlers on 
the Connecticut suffered from cold and hunger, but 
they held grimly on to their post, and so became the 
f< Hinders of Connecticut. 

Another party of English, led by young John Win- 
throp, son of the famous Governor Winthrop of 



96 THE STORY OF THE UNITED STATES 

Massachusetts, set out to build a fort at the mouth 
of the Connecticut river. They were just in time. 
The Dutch had also sent a party to seize the same 
point, but Winthrop drove them away, and built a 
fort which he called Saybrook. The Dutch at the 
"House of Good Hope" now found themselves shut 
in between two English forts; so they abandoned 
Connecticut and left the English in possession. 

The Founding of Hartford. — Many other settlers 
from Massachusetts came to the fertile valley of 
the Connecticut. They left Massachusetts because 
they did not like the way that colony was governed. 
They especially disliked the law which gave the right 
to vote only to members of the Puritan church. 

Among these settlers was Thomas Hooker, a 
learned clergyman of Cambridge. One hundred and 
twenty men, women, and children from his congre- 
gation followed him. They left Massachusetts in 
June, 1636. The weather was delightful, the flowers 
were in bloom, and the forests were beautiful. What 
a happy journey they had; and how it differed from 
the winter journey of Roger Williams! Hooker 
selected the site of the old Dutch "House of Good 
Hope," and there began the city of Hartford. During 
the same year two other towns were founded near by. 

The Government of Connecticut. — In the begin- 
ning the towns in the Connecticut valley were gov- 
erned by Massachusetts. Thomas Hooker believed 
the people had a right to govern themselves and under 
his leadership in 1639 Hartford, Wethersfield, and 
Windsor united into a single colony called Connecti- 



OTHER NEW ENGLAND COLONIES 



97 



cut A plan of government was then written out and 
agreed to. It gave every free man the right to vote 
whether he belonged to a church or not. The people 
were given the right to elect their own officers and to 
make their own laws. Nothing was said about the 




The Colonies of New England 



authority of the king. This was the first government 
formed in America based on a written plan or consti- 
tution; now the United States, every State in the 
Union, and many other countries have written con- 
stitutions. 



98 THE STORY OF THE UNITED STATES 

The Colony of New Haven. — While these events 
were occurring in Connecticut, a company of wealthy 
Puritans from London arrived in Boston. John 
Davenport, their leader, was a stern man who thought 
the Puritans of Boston were not strict enough in their 
church affairs. His plan was to establish a colony 
which should have no laws except those found in the 
Bible. He selected a site on Long Island Sound and 
founded New Haven. Three other towns, founded 
by his followers, united with the town of New Haven 
to form the Colony of New Haven. New Haven was 
afterwards annexed to Connecticut. 

IV, 

The United Colonies of New England. 

The United Colonies of New England. — In 1643 
Massachusetts, Plymouth, Connecticut, and New 
Haven formed a union under the name of "The 
United Colonies of New England." Rhode Island 
was not admitted to this Union because of her laws 
granting religious freedom. The purpose of the union 
was defence against the Dutch and the Indians. Its 
affairs were managed by two men selected from each 
colony, who had the power to raise soldiers when 
needed, and also to settle disputes between the colo- 
nies themselves. 

Outbreak of King Philip's War. — The chief 
danger to the New England colonies was from. the 
Indians. Massasoit always remained the friend of 



OTHER NEW ENGLAND COLONIES 



90 




King Philip 



the English, but after his death 
his son, whom the English called 
"King Philip," became hostile. 
There were many causes for this 
feeling, but the chief one was the 
increase in the number of white 
people. Everywhere settlers were 
clearing more and more land, 
building new villages, and driving 
out the Indians. Finally King- 
Philip decided on war. Without 
warning, he fell upon the whites 
and attacked village after village in Massachusetts, 
Rhode Island, and Connecticut. The Narragansett 
Indians joined King Philip. The English flew to 
arms, and for more than a year the war raged 
throughout New England. 

Overthrow of the Narragansetts. — The United 
Colonies of New England raised an army of a thou- 
sand colonists and sent them against the Narragan- 
setts. They found 2,000 warriors holding a fort in 
a dark swamp. The ground was covered with snow 
and ice. The New England men slept on the ground 
with no covering except a "moist fleece of snow." 
The next morning, December 19, 1675, they attacked 
the fort with great fury. More than a thousand 
warriors were killed and the others fled into the 
woods and swamps where they were hunted like wild 
beasts. This blow destroyed the Narragansetts. 

Death of King Philip. — King Philip with a handful 
of warriors took refuge at Mount Hope in Rhode 



100 THE STORY OF THE UNITED STATES 

Island. One of his warriors advised him to surrender 
and Philip in great anger struck him dead. The 
dead man's brother in revenge slipped away to the 
camp of the white men and led them against Philip. 
In a fierce fight, Philip was killed and his tribe was 
defeated and scattered. 

King Philip's War was perhaps the bloodiest 
Indian war in our history. The Indians destroyed 
a dozen towns and partly burned forty others. They 
killed more than a thousand white men and hundreds 
of women and children. But the Indians themselves 
were completely crushed. Many of their warriors 
were slain and others were sent to the West Indies 
and sold into slavery. 

The King's Quarrel With New England. — King 
Charles II. did not approve the way the affairs of New 
England were managed. It seemed to him that the 
New England colonies were too independent of the 
King. He denied the right of Massachusetts, Con- 
necticut, Plymouth and New Haven to form a union 
without his consent. Massachusetts especially dis- 
pleased him by her persecution of the Quakers, by 
her laws which forbade members of the Church of 
England to vote, and by her action in annexing Maine 
and New Hampshire. But of all the colonies, the 
King was most hostile to New Haven. His father, 
Charles I. had been such a tyrant that the Puritans 
of England rebelled, overthrew him, and put him to 
death. When Charles II. came to the throne he was 
eager to punish the men who had condemned his 
father. Some of these men fled from England and 



OTHER NEW ENGLAND COLONIES 



101 



sought refuge in New Haven, where the colonists 
gave them shelter and concealed them from the 
King's officers. Nothing else the New England Puri- 
tans did gave the King such bitter offense as that act 
of New Haven. 

How the King Punished the Colonies. — Charles 
determined, therefore, to punish these colonies with 
a strong hand. He abolished the colony of New 
Haven and annexed it to Connecticut. He required 
Massachusetts to give up her claim to New Hamp- 
shire and to repeal her laws against the Church of 
England. In 1684 he struck the hardest blow of all 
by taking away the charter of Massachusetts and 
making her a royal province. 

The Tyranny of Andros. — Before Charles could 
carry out all his plans he died and his brother James 
became King. James united all the New England 
colonies under Sir Edmund An- 
dros as governor. In order to 
bring Connecticut under his con- 
trol the King demanded the sur- 
render of her charter. When 
Connecticut refused, James 
ordered Governor Andros to seize 
the charter and Andros led a com- 
pany of soldiers to Hartford for 
that purpose. The charter was 
brought into a room and laid on 

Edmund Andros a table before Governor Andros 
and the Connecticut officers. The 
discussion continued all the afternoon and into the 




102 THE STORY OF THE UNITED STATES 

night. In the midst of the discussion somebody blew 
out the candles and left the room in darkness. When 
more lights were brought, the charter was gone. 
Nobody seemed to know what had become of it and 
Governor Andros had to depart in great anger with- 
out it. The charter had been slipped out by Captain 
Joseph Wadsworth, who hid it in the hollow of a 
mighty oak, afterwards known as the "Charter Oak." 
Many years later Connecticut gave Captain Wads- 
worth a reward for saving her charter. 

Soon after this incident, the people of England 
rebelled against King James and drove him from 
the throne. On hearing this good news, the people 
of New England rose against Andros, threw him into 
prison, and set up their old governments again. The 
new king, William III., was friendly to the Puritans 
and permitted all the New England colonies except 
Plymouth, to keep their free governments. Plymouth 
was annexed to Massachusetts. From that time until 
the colonies became independent of England, there 
were only four colonies in New England, — Massa- 
chusetts, New Hampshire, Connecticut, and Rhode 
Island. 

REVIEW. 
I. 

MAINE AND NEW HAMPSHIRE. 

Geography. — i. Study carefully the map of Maine and New 
Hampshire. 2. What are their boundaries? 3. Where is the 
Kennebec river? 4. Where is Newfoundland? 5. What terri- 



OTHER NEW ENGLAND COLONIES 103 

tory now lies between the Merrimac and Kennebec rivers? 

6. Where is the Piscataqua river? What city is at its mouth? 

7. Find on the map the other towns in New Hampshire men- 
tioned in this chapter. 

History. — 1. Describe the first efforts to plant settlements 
north of Massachusetts. 2. Who was John Mason. 3. Who 
was Ferdinando Gorges? 4. What connection did John Smith 
have with New England? 5. What territory was granted to 
Mason and Gorges? 6. Give an account of their first settle- 
ments. 7. W r hen they divided which became Mason's part? 

8. Why was it named New Hampshire? 9. Give an account 
of its early history. 10. Which part did Gorges take? 11. How 
did it get its name? 12. Give an account of its early history. 

II. 

UO\Y ROGER WILLIAMS FOUNDED RHODE ISLAND. 

Geography. — 1. Where is Narragansett Bay? What city is 
located at its head? 2. Bound Rhode Island? 3. W'here is 
Newport ? 

History. — 1. How did the teachings of Roger Williams 
differ from those of the Puritans ? 2. Why did he leave Massa- 
chusetts? 3. Describe his journey to the Narragansett In- 
dians. 4. How was he received by the Indians? Why were 
they his friends? 5. How was he treated by the Plymouth 
colony? 6. Give an account of the founding of Providence. 
7. What is the full name of Rhode Island, and how did it 
get this name ? 8. What example did Rhode Island set for the 
other colonies ? 

III. 

THE BEGINNINGS OF CONNECTICUT. 

Geography. — 1. Bound Connecticut. 2. Trace the Connecti- 
cut river. 3. What sound and large island are just south of 



104 THE STORY OF THE UNITED STATES 

Connecticut? 4. Trace the Hudson river. What great city 
is at its mouth? 5. Find the following cities in Connecticut: 
Windsor, Hartford, New Haven? 

History. — 1. How did the fur trade lead to the founding of 
Connecticut? 2. What does "Connecticut" mean? 3. Give 
an account of the founding of Windsor. 4. How did the Eng- 
lish force the Dutch to leave the Connecticut valley? 5. De- 
scribe the founding of Hartford? 6. Give an account of the 
government of Connecticut. 7. Describe the founding of New 
Haven. 



THE UNITED COLONIES OF NEW ENGLAND. 

History. — 1. Give an account of "The United Colonies of 
New England." 2. Why did King Philip declare war on the 
whites? 3. Describe the overthrow of the Narragansetts. 
4. What was the fate of King Philip? 5. What were the 
results of King Philip's War? 6. Why was King Charles II., 
displeased with affairs in New England? 7. What measures 
did he take against the New England colonies? 8. Tell the 
story of the Charter Oak. 9. What changes did King William 
III. make in New England? 



CHAPTER VIII. 
A DUTCH COLONY IN AMERICA. 

I. 

New Netherland. 

Henry Hudson. — The first English settlers in the 
Connecticut valley found some Dutch traders already 
there who had come from a Dutch colony at the 
mouth of the Hudson river. Strange as it may seem, 
the man who gave Holland a claim to the Hudson 
river was an Englishman whose name was Henry 
Hudson. He was a warm friend of Captain John 
Smith and, like Smith, was fond of adventure. Once 
in an English vessel, while trying to find a passage to 
India around the north of Russia, he plunged among 
the icebergs of the Arctic Ocean and sailed farther 
north than any other man had ever sailed. That 
voyage made him famous, and a company of Dutch 
merchants, known as the East India Company, 
offered him the command of one of their ships. 

Voyage of the "Half Moon."— In 1609 in the Half 
Moon, an East India Company vessel, Hudson set out 
to look for a passage to India around North America. 
While sailing along the Atlantic coast, he came to 
the mouth of a great river and explored it for many 
miles above its mouth. It flowed through a beautiful 



106 THE STORY OF THE UNITED STATES 



and fertile valley. Mountains rose on both sides. 
Hudson, therefore, named it the ''River of Moun- 




The Middle Colonies 

tains ;" but afterwards it was renamed the Hudson in 
his honor. At its mouth is a large island which the 



A DUTCH COLONY IN AMERICA 107 

Indians called Manhattan. The harbor there is the 
finest in America. Hudson was delighted with his 
discovery and laid claim to the country for Holland. 

New Netherland. — The news of Hudson's voyage 
was received in Holland with great interest. Dutch 
merchants saw an opportunity to build up a profitable 
fur trade with the Indians who would gladly ex- 
change the finest furs for a few bright beads, red 
cloth, knives, and other cheap ornaments and toys. 
The furs could be brought down the river to Man- 
hattan, there loaded on Dutch vessels, and taken to 
Holland where they could be sold for high prices. 
Dutch merchants accordingly established a trading- 
post on Manhattan Island. Farther up the river they 
built a fort near the site of Albany. But in the begin- 
ning they made no effort to plant a colony because 
they were much more interested in furs than in 
colonies. The Dutch traders named their new pos- 
sessions New Netherland, because Holland is fre- 
quently called The Netherlands, or low lands. 

Minuit Buys Manhattan. — The Dutch merchants 
soon found, however, that in order to build up their 
trade they must establish colonies which would buy 
their products. Accordingly they organized a West 
India Company to plant colonies in New Netherland. 
The first settlers arrived in 1623. Some of them 
found homes on the Delaware river opposite the site 
of Philadelphia ; some went up the Hudson and began 
the city of Albany; others landed on Manhattan. 

Three years later Peter Minuit was appointed 
governor of New Netherland. He was an excellent 



108 THE STORY OF THE UNITED STATES 

man and a fair and just governor. One of his first 
acts was to pay the Indians for Manhattan. For this 
island, now perhaps the most valuable tract of land 
of its size in the world, Minuit gave twenty-four 
dollars worth of glass beads, blankets, ribbons and 
knives. He then laid the foundations of a town, 
which he called New Amsterdam in honor of the 
ancient city of Amsterdam in Holland. 

The Patroons. — New Amsterdam grew slowly. 
Many persons came there to trade, but few came to 
build homes. Just as the first settlers in Virginia 
were more interested in gold than in agriculture, so 
in New Netherland the first settlers were more 
interested in the fur trade than in home-building. 
The Dutch West India Company, therefore, decided 
to offer special inducements to farmers who would 
make their homes in New Netherland. Any person 
who brought to New Netherland fifty grown-up colo- 
nists was granted a large tract of land along the 
Hudson river. He had many important powers and 
special privileges. He could require all persons on 
his land to work for him a certain number of days 
in each year; to grind their grain at his mill; to sell 
their crops to him; to pay him for the right to hunt 
and to fish ; to appeal to him to settle their disputes 
for them ; and to answer to him for breaking his laws. 
He was known as the "Patroon," or the protector of 
his tenants. One thing the patroon was not permitted 
to do, he must not engage in the fur trade, for the 
West India Company demanded that he give his 
entire attention to agriculture. 



A DUTCH COLONY IN AMERICA 



109 



The Colony Begins to Grow. — The patroon system, 
however, did not work well. The patroons took up 
too much of the best lands and became too powerful. 
Their special privileges offended the other settlers. 
The West India Company, therefore, withdrew many 
of their privileges; granted the right to own land to 
every settler; threw open the fur trade to everybody; 
and welcomed to their colony settlers from all coun- 
tries and of all religions. These advantages attracted 
people from nearly every country in Europe and New 
Netherland began to grow rapidly. It is said that as 
early as 1643 eighteen different languages were 
spoken at New Amsterdam. 

Peter Stuyvesant. — In New Netherland the people 

Their laws were 
made and their governors 
were selected by the West In- 
dia. Company. The two gov- 
ernors who followed Peter 
Minuit ruled the colony so 
badly that it suffered much 
from their tyranny. Peter 
Stuyvesant, the fourth and 
last of the Dutch governors, 
was the best of them. He had 
been a brave soldier who had 



had no voice in their government 




Peter Stuyvesant 



lost a leg in battle and had to 

Though 



wear a wooden leg 
he was hard-headed and quick-tempered, he was 
honest and sincere. 



110 THE STORY OF THE UNITED STATES 

A Tyrant Who Ruled Wisely. — Governor Stuyve- 
sant wished to rule the colony well, but was deter- 
mined to rule it in his own way. He said to the 
people: "I shall govern you as a father governs his 
children." He acted as their governor, their law- 
maker, and their judge. But the people wanted to 
have a voice in saying how they should be governed. 
So Stuyvesant agreed for them to select a council of 
nine men to advise him. But the stern old governor 
would not listen to his councillors unless they gave 
him the advice he wanted. When they crossed him 
in any way, he would pound on the floor with his 
wooden leg, storm angrily at them, and then order 
things to be done in his own way. Usually his way 
was better than any the colony had ever known and 
under his rule New Netherland prospered so much 
that its population more than doubled. 

New Sweden. — Peter Stuyvesant was a good gov- 
ernor, but a bad neighbor. One of his neighbors who 
felt his anger was a little Swedish colony on the 
Delaware river. This colony was established by 
Christiana, the little twelve year old girl who was 
queen of Sweden. She appointed Peter Minuit, the 
founder of New Amsterdam, governor of the colony. 
The place selected by Minuit for his settlement was 
claimed by both the English and the Dutch and both 
warned the Swedes to keep away. Minuit paid no 
attention to their warnings. He built a fort on the 
Delaware river which he named Fort Christiana in 
honor of the Queen of Sweden and called the colony 
New Sweden. 



A DUTCH COLONY IN AMERICA 111 

The Dutch Capture New Sweden. — Disputes at 
once arose between the Swedes and the Dutch which 
sometimes led to blows. Once the Swedes destroyed 
a fort which the Dutch had built on the Skuylkill 
river. In order to reach some of their settlements 
the Dutch had to sail up the Delaware river by Fort 
Christiana. John Printz, who had become governor 
of New Sweden, declared the Dutch ships should not 
pass his forts without his permission. How the hot- 
headed Stuyvesant stormed and pounded the floor 
with his wooden leg! But his storming and pounding 
did not frighten Governor Printz. 

Finally, Stuyvesant determined to put an end to 
New Sweden. That little colony, he declared, was 
on land that belonged to New Netherland, and he 
resolved to take possession of it. With a fleet of 
seven war vessels and seven hundred soldiers, he 
sailed up the Delaware. This time the Dutch 
did not ask permission of Governor Printz, but 
sailed right up to Fort Christiana and demanded its 
surrender. What could the astonished Governor 
Printz do? Stuyvesant had more soldiers than there 
were people in New Sweden and Governor Printz 
knew well enough that he would blow Fort Chris- 
tiana to pieces if it resisted. So Governor Printz 
hauled down the flag of Sweden and surrendered the 
fort. Thus New Sweden came to an end. Many 
years later, however, it again became a distinct colony 
called Delaware. 



112 THE STORY OF THE UNITED STATES 

II. 
How New Netherland Became New York. 

New Netherland and New England. — It soon came 
Stuyvesant's turn to meet an enemy stronger than 
himself. That enemy was England. England, as 
we have seen, claimed all the territory included in 
New Netherland on account of the voyages of John 
Cabot. King James I. had granted to the London 
and Plymouth Companies permission to plant a col- 
ony in that region. But Holland replied that as she 
had sent the first colony to New Netherland, she had 
a better claim to it than England. At that time Eng- 
land and Holland were at peace, so England thought 
it best not to molest the Dutch colony. 

Disputes, however, arose between New Netherland 
and New England over territory, over boundary lines, 
and over trade. The Dutch sent settlers to the Con- 
necticut valley which was claimed by the English. 
The English sent settlers to Long Island which was 
claimed by the Dutch. Governor Stuyvesant actually 
captured an English vessel which he found trading in 
the harbor of New Haven. 

The Conquest of New Netherland. — England fin- 
ally decided to conquer New Netherland. An expedi- 
tion, under Colonel Richard Nicolls, was fitted out 
with great secrecy. Stuyvesant did not dream of 
danger. He permitted a fleet of Dutch war vessels 
which had been at New Amsterdam to sail away to 
the West Indies while he himself went on a journey 
far up the Hudson to settle a dispute with some 



A DUTCH COLONY IN AMERICA 113 

Indians. He knew nothing of his danger until a 
courier in wild haste dashed into his camp on the 
Hudson bringing the alarming news that an English 
fleet was approaching New Amsterdam. 

Stuyvesant hurried back to New Amsterdam. The 
day after his return, the English fleet sailed into the 
harbor. Colonel Nicolls sent a letter to Governor 
Stuyvesant demanding the surrender of New Nether- 
land. The English had six times as many cannon 
and four times as many men as the Dutch, but the 
brave old Governor prepared to resist to the bitter 
end. His councillors urged him to surrender and 
save bloodshed. "Read Colonel Nicolls' letter to the 
people," they advised, "and let them decide what they 
want to do." The fiery Stuyvesant flew into a rage, 
stormed up and down the room, and tore the letter 
into a dozen pieces. But he stormed in vain, for one 
of the councillors gathered up the bits of the letter, 
pasted them together, and read it to the people. In 
it Colonel Nicolls promised that the English would 
not take away any of the rights or the property of 
the Dutch settlers and would grant them all the liber- 
ties which the English colonists enjoyed. 

When the people heard these promises, they said 
to each other: "Why should we fight for the West 
India Company? It has never done anything for 
us. .Let us surrender to the English. We shall be 
just as happy and prosperous under them as under 
stubborn old Peter Stuyvesant." So they told Gov- 
ernor Stuyvesant plainly that they would not fight 
for him. Nothing was left for him to do but to 



114 THE STORY OF THE UNITED STATES 



surrender. 4 T had rather be carried to my grave," 
he said bitterly, nevertheless he ordered that a white 
flag be hoisted over Fort Amsterdam and New 
Netherland passed under the rule of England. 

New Netherland Becomes New York. — Colonel 
Nicolls at once took possession of New Amsterdam. 



But it was to be New Amsterdam no longer. 



King 








New Amsterdam in 1656 

Charles had already granted the colony to his brother, 
James, Duke of York, and the first order of Colonel 
Nicolls was to change the names of both New 
Amsterdam and New Netherland to New York. 
Nicolls was the first English governor and he and 
his old foe, Peter Stuyvesant, who continued to live 
in New York, soon became warm friends. 

The new English governor was a brave and honest 
man, and a fair and just ruler. He kept his promises 



A DUTCH COLONY IN AMERICA 115 

to protect the property of the people, to respect their 
rights, and to permit religious liberty. At that time 
the population of New York was about ten thousand ; 
under English rule it soon became one of the most 
important colonies in America. When the Duke of 
York became King of England in 1685, New York 
became a royal province. 

New Jersey. — The Duke of York had two good 
friends, Lord John Berkeley and Sir George Carteret, 
who had rendered him important services, for which 
he wished to reward them. So he granted to them 
all that part of New York between the Hudson and 
the Delaware rivers. A few settlers had already built 
homes in that region. In order to get others to come, 
Berkeley and Carteret promised the settlers a share 
in making the laws, in deciding what taxes they 
should pay, and religious liberty. A farm, free for 
five years, was offered to every settler who would 
bring "a good musket and six months' provisions." 
The colony was called New Jersey, in honor of 
Carteret, who had once been governor of the island 
of Jersey. 

The Growth of New Jersey. — Philip Carteret, a 
kinsman of Sir George Carteret, was made governor. 
He brought settlers from England who laid the 
foundations of a town called Elizabeth in honor of 
Sir George Carteret's wife. Two years later a party 
of Quakers began the city of Burlington. Settlers 
also came from New England in order to get cheap 
lands and to have religious liberty. A colony from 
New Haven founded the city of Newark. Most of 



116 THE STORY OF THE UNITED STATES 

the settlers were Scotch and English, but there were 
also Dutch, Swedes, and Germans. They were mostly 
farmers, and built but few towns. They lived on 
friendly terms with the Indians with whom they 
traded in furs and game and the colony grew and 
prospered. In 1702 New Jersey became a royal 
province. At that time its population was about 
fifteen thousand. 



REVIEW. 

I. 

NEW NETHERLAND. 

Geography. — i. Study the map of New York, New Jersey, 
and Delaware. 2. Trace the Hudson river ; the Delaware river. 
3. Where is New York City? Albany? Philadelphia? 4. Why 
was Holland called The Netherlands? 

History. — 1. Who was Henry Hudson? 2. Give an account 
of the discovery of the Hudson river. 3. What plans were 
then formed by the Dutch merchants? 4. Where were their 
first settlements made? 5. Give an account of the founding 
of New Amsterdam. 6. Why did the colony grow slowly? 
7. What plan did the West India Company adopt for securing 
settlers? 8. Give an account of the growth of the colony. 
9. W : hat kind of government did New Netherland have? 10. 
Describe Peter Stuyvesant. 11. What kind of a governor was 
he? 12. Give an account of the founding of New Sweden. 
13. What disputes arose between New Sweden and New Neth- 
erland? 14. Describe Stuyvesant's conquest of New Sweden. 



A DUTCH COLONY IN AMERICA 117 

II. 

HOW NEW NETHERLAND BECAME NEW YORK. 

History. — i. What disputes arose between New Netherland 
and New England? 2. What were England's claims to that 
region ? 3. Describe the English conquest of New Netherland. 
4. Why were the people of New Amsterdam so willing to 
surrender to the English? 5. What changes were made in the 
names of New Netherland and New Amsterdam? Why? 
6. What kind of governor was Colonel Nicholls? 7. What effect 
did the English conquest have on the growth of the colony? 
8. Give an account of the founding of New Jersey. 9. What 
advantages did New Jersey offer to settlers? 10. Give an 
account of the people of New Jersey. 



CHAPTER IX. 
QUAKERS AND CATHOLICS IN AMERICA. 

I. 

William Penn, the Quaker. 

The Quakers. — The settlement of Quakers in New- 
Jersey suggested to William Penn, a famous English 
Quaker, the idea of founding a colony in America for 
Quakers. At that time the Quakers in England were 
a poor and despised class of people. They were 
deeply earnest and sincere in their religious beliefs, 
but they had many peculiar customs for which they 
were laughed at and persecuted. They dressed as 
plainly as possible and wore no ornaments. When 
speaking to another person a Quaker would not say 
you, but w r ould use the Bible words, thee and thou, 
although at that time others thought it discourteous 
thus to address any one. 

The Quakers called everybody by his first name. 
They would not use any titles, not even Mister or 
Miss. They refused to take off their hats as a mark 
of respect to anybody, as that, they said, would be 
showing reverence for man that ought to be shown 
only to God. William Penn, for instance, would not 
take off his hat even in the presence of the King; 
nor address King Charles as Your Majesty, as was 
the custom, but called him simply Friend Charles. 



QUAKERS AND CATHOLICS IN AMERICA 119 



The Quakers would not take an oath because the 
Bible commands men to swear not at all, They would 
not join armies, or go to war because of the Com- 
mandment, "Thou shalt not kill." They used no 
form of worship, had no priests or ministers, and 
declared that no man had any right to interfere with 
another man on account of his religion. 

Persecutions of the Quakers. — These customs ex- 
cited great anger against the Quakers. It was said 
that they insulted the King when they refused to 
take off their hats in his presence, that they were not 
loyal to him when they refused to take the oath of 
allegiance, or to fight against his enemies. Laws 

were passed to compel them 
to worship according to the 
Church of England, and to 
forbid their preaching and 
holding meetings. But the 
Quakers refused to obey such 
laws because they said they 
must obey God rather than 
man. For all these things they 
suffered cruel persecutions not 
only in England but also, as 
we have seen, in New Eng- 
land. They were arrested, 
thrown into dark and filthy 




William Penn 



fined, whipped, and 
dungeons. 

William Penn Becomes a Quaker. — On account of 
these persecutions, William Penn decided to found a 
colony in America in which the Quakers could live 



120 THE STORY OF THE UNITED STATES 

in peace. Unlike most of his Quaker friends, he was 
a man of wealth and high position. He was the son 
of Sir William Penn, a famous admiral of the Eng- 
lish navy and a warm friend of King Charles. Young 
Penn was sent to Oxford University where he was 
a good student and an excellent scholar. He could 
speak five different languages besides English. He 
was fond of games and could hold his own with the 
best at running, jumping, rowing, riding, and other 
sports. 

Admiral Penn was proud of his brilliant son, but 
when he learned that William had become one of the 
despised Quakers, he was so angry that he drove him 
away from home without a penny. But William's 
mother begged forgiveness for her son. Some nobles 
of the King's court declared that the old admiral 
ought to be proud of such a son in spite of his views 
about religion. Admiral Penn finally agreed to take 
William back home. "You may say thee and thou 
to others as much as you please," he said, "but don't 
you dare to say thee and thou to the King, or to the 
Duke of York, or to me." 

Penn, the Quaker, and "Friend Charles." — But 
William Penn always dared to do what he thought 
was right. He not only said thee to the King, but he 
even refused to take off his hat in the King's presence. 
The King, who liked the handsome young Quaker, 
was much amused, and once when he met Penn, he 
immediately took off his own hat. "Why dost thou 
take off thy hat, Friend Charles ?" asked Penn. "Be- 
cause," replied the King, with a smile, "wherever I 
am, it is the custom for onlv one man to wear his hat." 



QUAKERS AND CATHOLICS IN AMERICA 121 

Pennsylvania. — The King owed Admiral Penn a 
large sum of money. After his father's death William 
Penn suggested that the King pay this debt by grant- 
ing to him a tract of land in America for his Quaker 
colony. As this was an easy way for Charles to pay 
his debt, he was delighted with the idea, and gave 
Penn an immense region west of the Delaware river 
and north of Mar viand. 

Penn named this province Sylvania, or Woodland; 
but Charles declared that it should be called Penn- 
sylvania, which means Penms woodland, in honor of 
his friend Admiral Penn. He made William Penn 
the Lord Proprietor of this vast region; that is, he 
gave to Penn the right to all the land, with power to 
plant colonies there, to set up a government, to 
appoint governors, and to compel the people to obey 
his authority. 

II. 

The Quaker Colony. 

Penn Writes to the Colonies. — Penn thought the 
people should govern themselves as far as possible. 
He would have no laws in Pennsylvania to regulate 
people's religion, but every man was to be permitted 
to worship God as he pleased. Penn wrote the set- 
tlers a letter in which he said: 

My friends, I wish you all happiness, here and here- 
after. It hath pleased God to cast you within my 
lot and care. God hath given me an understanding 
of my duty. I hope you will not be troubled at your 
change and the King's choice. You shall be governed 



122 THE STORY OF THE UNITED STATES 



by laws of your own making, and live a free and sober 
and industrious people. I shall not take away the 
rights of any, or oppress any person. In five months, 
I hope, if it please God, to see you. I pray God to 
prosper you and your children after you. I am your 
true friend, — William Penn. 

The City of Brotherly Love. — The Quakers were 
delighted to have a colony of their own under the 
guidance of such a leader. During the first year more 
than twenty vessels carrying over three thousand 
persons sailed for Pennsylvania. In 1682, as he had 
promised, Penn himself sailed for his colony in the 
ship Welcome. The ship was well named, for when 
it arrived in Pennsylvania the settlers in their wood- 
land costumes of skins 
and furs crowded down 
to the river bank to 
greet Friend William 
with shouts of wel- 
come. 

Penn took pains to 
learn as much as he 
could about his colony. 
He then selected a site 
at the junction of 
the Skuylkill and the Delaware rivers for his chief 
city and there in the wilderness, laid out "the squar- 
est and levelest city, no doubt, that our planet had 
ever seen." To its wide streets he gave the names 
of trees which grew in the surrounding forests, such 
as Spruce, Pine, Chestnut, and Walnut. He called 




Penn's House in Philadelphia 



QUAKERS AND CATHOLICS IN AMERICA 123 

the city itself Philadelphia, which means the City of 
Brotherly Love. 

Penn's Treaty with the Indians. — The Quakers, as 
you will remember, did not believe it was ever right 
to go to war. When Penn first told the King of his 
plan to plant a colony of Quakers in America, Charles 
laughed and asked him how he expected to get along 
without fighting the Indians. 

"We shall not have to fight them," replied Penn, 
"because we shall deal fairly with them and pay them 
for their land whenever we take any of it." 

"Pay them!" said the King, in surprise, "why the 
land is mine. My ships discovered it and it belongs 
to me, doesn't it?" 

"Well, Friend Charles," replied Penn, "if the 
Indians were to cross the Atlantic Ocean and discover 
England, would the land here belong to them?" 

"Oh, well," said the King, laughing, "do as you 
please, but mind that the Indians don't scalp you." 

One of the first things Penn did in Pennsylvania 
was to make a treaty with the Indians. The warriors 
met him under a large elm near Philadelphia. They 
smoked pipes of peace and had great feasting. The 
Indians danced and ran and jumped. Suddenly to 
everybody's surprise, Penn sprang up and out-danced, 
out-ran and out-jumped them all. The Indians 
grunted with delight, for they were greatly pleased 
with the young pale-face chief who could beat them 
at their own games. So they made a treaty with 
Penn in which they agreed to sell land to the Quakers 
and to live at peace with them. For sixty years this 
treaty was kept by both the whites and the Indians. 



124 THE STORY OF THE UNITED STATES 

Growth of Pennsylvania. — After remaining in 
Pennsylvania for two years, Penn returned to Eng- 
land. Fifteen years passed before he came back to 
his colony. During these years Pennsylvania had 
grown faster than any other colony in America. 
Settlers had come from England, Scotland, and Ire- 
land, from Holland and Germany, and from the other 
colonies. There were more than 20,000 people in 
Pennsylvania and several prosperous towns had been 
founded. Philadelphia had become a city of 4,000 
people. It had many handsome brick dwelling-houses, 
pretty gardens, churches, schools, and a printing- 
press, and remained for many years the largest and 
most important city in America. As we shall see, 
many of the greatest events in our history occurred 
in this "City of Brotherly Love." 

A Quarrel Between Neighbors. — William Penn 
and the Quakers of Pennsylvania lived at peace with 
the Indians, but they did not get along so well with 
their white neighbors in Maryland. Maryland was 
settled before Pennsylvania, and as soon as Pennsyl- 
vania was founded a dispute arose over their boun- 
dary line. It was an unfortunate dispute for both. 
It aroused much ill-feeling, caused some bloodshed, 
and retarded the growth of both colonies. Eighty 
years passed before it was finally settled. 

III. 

Maryland. 

Harsh Laws Against Roman Catholics. — Mary- 
land, like Pennsylvania, was founded by a Lord 



QUAKERS AND CATHOLICS IN AMERICA L25 

Proprietor, who wished to establish a colony in which 
Roman Catholics would have religions freedom. At 
that time the laws of England against Roman 
Catholics were more severe even than those against 
Quakers. Catholics were fined and imprisoned for 
not attending the services of the Church of England. 
They were forbidden to send their children to Roman 
Catholic teachers in England, or to send them to 
other countries to be educated. They were forbidden 
to bury their dead in their own church-yards, or to 
be married by Catholic priests. And it was made 
a crime for a Catholic to attempt to convert a 
Protestant. 

Lord Baltimore Plans a Cath- 
olic Colony. — George Calvert, 
better known by his title of Lord 
Baltimore, was a great Catholic 
nobleman. He resolved to estab- 
lish in America a place of refuge 
for Catholics. For this purpose 
the King granted him a tract of 
land just north of the Potomac 
river over which he made Lord 
Baltimore the Lord Proprietor. 
Lord Baltimore was required to 
send to the King every year two Indian arrows to 
show that the colony owed allegiance to the King. 
The colonists were to enjoy religions freedom and to 
have a voice in making the laws, but no law was to be 
enforced until it was approved by Lord Baltimore. 
The colony was named Maryland, in honor ol 
( Hieen Mary. 




George Calvert 



126 THE STORY OF THE UNITED STATES 



Settlement of Maryland. — Lord Baltimore died 
before he could carry out his plans. His rights in 
Maryland passed to his son. The new Lord Balti- 
more prepared at once to carry out his father's plans. 
In 1633 he sent out two ships with about two hundred 
settlers on board. Some were Catholics, but many 

were Protest- 
ants who went 
to Maryland to 
enjoy religious 
liberty. 

Lord Balti- 
nore appointed 
his younger 
brother Leonard 
Calvert, gover- 
nor. His ships 
sailed up the 
Chesapeake 
Bay, into the 
broad Poto- 
mac river, until 
they came to a 
small Indian vil- 
Governor Calvert was much pleased with its 
site and bought it from the Indians for a few 
hatchets, hoes and pieces of colored cloth. He laid 
there the foundation of the town of St. Mary's, which 
was the beginning of Maryland. 

Trouble with Virginia. — The settlement of Mary- 
land aroused much ill-feeling in Virginia. The Vir- 




lage 



Governor Calvert Buying Land 
from the Indians 



QUAKERS AND CATHOLICS IN AMERICA 127 

ginians did not like the idea of having a Catholic 
colony so near at hand. Besides they looked on that 
region as belonging to Virginia, so they sent one of 
their officials to England to urge the King not to 
give it to Lord Baltimore. But King Charles was 
more anxious to please his friend Lord Baltimore 
than to please the colonists in far-away Virginia, and 
he refused to listen to the objections of the Vir- 
ginians. After Maryland was founded, settlers in 
both colonies took up arms, and there was fighting 
and bloodshed. In the end. the dispute was decided 
in favor of Maryland and the Virginians had to 
submit. 

Puritans and Catholics. — There was trouble, too, 
in Maryland between the Puritans and the Catholics. 
In England the Puritan party had overthrown the 
King and set up a government with the great Puritan 
soldier, Oliver Cromwell, at its head. The Puritans 
in Maryland then rebelled against the rule of the 
Catholic Lord Baltimore, removed his governor and 
selected a governor of their own. A battle was fought 
in which the Puritans were victorious, but to their 
dismay Cromwell stood by Lord Baltimore and 
ordered the Maryland Puritans to submit to his 
authority. 

Many years later, after Cromwell's death, feeling 
in England became so strong against the Catholics 
that the King took the government of Maryland in 
his own hands and for a while Maryland was a royal 
province. But in 1715, the man who was then Lord 



128 THE STORY OF THE UNITED STATES 

Baltimore had become a Protestant, so Maryland was 
restored to him. 

Growth of Maryland. — In spite of her troubles, 
Maryland grew and prospered. The friendship begun 




.mm—mCharter boundary claifnetTb^PKopnieturs 
_..— Present boundary of Maryland and Delau. 



The Colony of Maryland 

with the Indians at St. Mary's bore good results. 
Governor Calvert was always fair and just in his deal- 
ings with them, just as William Penn was long after- 
wards, and there were no Indian wars in the history 
of Maryland. The Maryland colonists knew what a 
hard time the early settlers of Virginia had and tried 
to avoid their mistakes. They wasted no time in 
looking for gold, but went to work at once to plant 
corn. During the first year they raised not only 
enough corn for themselves but had a shipload to sell 
in New England. There was no "starving time" at 
St. Mary's as there had been at Jamestown. 

Lord Baltimore declared that there should be no 



QUAKERS AND CATHOLICS IN AMERICA 1-29 

religious persecution in his colony. The Assembly 
of Maryland passed a law permitting all Christians 
to worship God as they pleased. This law had good 
results. It brought settlers to Maryland in large 
numbers and soon there were many fine plantations 
around St. Mary's. The colonists in Maryland, like 
those in Virginia, lived on large plantations. Tobacco 
was their chief crop, and brought much wealth to 
the planters. When Lord Baltimore died, forty years 
after the beginning of his colony, there were 20,000 
people in Maryland. 



REVIEW. 



WILLIAM PENN, THE QUAKER. 

( rEOGRAPHY. — Study carefully the map of Pennsylvania. 

History. — I. How did William Perm become interested in 
America ? 2. What kind of people were the Quakers? 3. What 
were some of their odd customs? 4. Why were the Quakers 
persecuted? 5. Give an account of Perm's boyhood. 6. What 
were his relations with the King? 7. How did the King pay 
the debt he owed Admiral Penn ? 8. What is meant by a Lord 
Proprietor? 9. What does Pennsylvania mean? 

II. 

THE QUAKER COLONY. 

History. — r. What were Penn's ideas about the government 
of his colony? 2. What did he write to the settlers? 3. De- 



130 THE STORY OF THE UNITED STATES 

scribe how they received him when he came to Pennsylvania. 
4. Give an account of the founding of Philadelphia. What 
does the name mean? 5. Repeat what Penn said to the King 
about the Indians. 6. How did he carry out his ideas ? 7. Give 
an account of the growth of his colony. 8. What important 
events in our history occurred in Philadelphia? (Consult the 
index.) 9. What trouble arose between Pennsylvania and 
Maryland ? 

III. 

MARYLAND. 

Geography. — 1. Study the map of Maryland. 2. Bound it. 
3. What bay divides it? 

History. — 1. By whom was Maryland founded? 2. How 
were Roman Catholics persecuted in England? 3. What were 
Lord Baltimore's plans for his colony? 4. For whom was 
Maryland named? 5. Give an account of the first settlement. 
6. How did trouble arise with Virginia? 7. Describe the 
relations between the Catholics and the Puritans in Maryland. 

8. What were the reasons for the rapid growth of the colony? 

9. In what way were the settlements like those in Virginia ? 



CHAPTER X. 



THE TWIN COLONIES AND THEIR ■ 
SOUTHERN NEIGHBOR. 

I. 

Carolina. 

The Beginnings of Carolina. — King- Charles I. took 
a part of Virginia to the north to form Maryland. 
A few years later his son, Charles II. took the south- 
ern part of Virginia to form 
a colony called Carolina. 
The first white men to enter 
that region were explorers, 
hunters, trappers, and Indian 
traders. They carried back 
to the older settlements re- 
ports of its delightful cli- 
mate, its fertile soil, and its 
broad rivers and sounds, and 
soon their reports began to 
attract settlers. About the 
year 1660 George Durant, an 
adventurous pioneer, and SlR GeoB g E Cabteret 

Several Companions, planted ne of the Lords Proprietors 

settlements on Albemarle of Carolina. 

Sound. Just as the Quakers afterwards did in Penn- 
sylvania, Durant and his friends paid the Indians 




132 THE STORY OF THE UNITED STATES 

for their land and founded -their colony in peace. 
Others followed them, cleared farms, and built cabins 
along the Albemarle Sound and the rivers that flow 
into it. 

The Lords Proprietors of Carolina. — Virginia 
claimed that region but Charles II. had other plans 
for it. He had some friends who had rendered him 
such important services that he felt he must give 
them a great reward, and in 1663 he gave to eight of 
these friends all the country between Virginia and 
Florida. That region had once been called "Carolina" 
in honor of King Charles I., so Charles II. decided 
ro retain that name. Just as Charles I. had made 
Lord Baltimore the "Lord Proprietor" of Maryland, 
so now Charles II. made these eight men the "Lords 
Proprietors" of Carolina. 1 

The First Governor of Albemarle. — The first gov- 
ernor of the little colony on the Albemarle was 
William Drummond. He was a good man and an 
excellent governor. Under his rule many settlers 
came to Albemarle. At the end of three years, 
Drummond returned to Virginia where he took part 
in "Bacon's Rebellion." He was captured and taken 
before Governor Berkeley. 

"Mr. Drummond, you are very welcome," ex- 
claimed the angry Governor. "I am more pleased 



i. They were: George Monk, Duke of Albemarle; Edward Hyde, 
Earl of Clarendon; Anthony Ashley Cooper; Lord Craven; Lord 
Berkeley; Sir William Berkeley; Sir George Carteret; Sir John Col- 
leton. 



THE CAKOLINAS AND GEORGIA L33 

to see you than any man in Virginia. Mr. Drum- 
mondj you shall be hanged in half an hour." 

And sure enough the old tyrant had him hanged! 

The Government and the People. — At first the 
people of Carolina liked their government because it 
was simple and they had a voice in making their 
laws. The governor and a council of six men were 
selected by the Lords Proprietors. The people chose 
some of their own number who together with the 
Council composed the General Assembly and made 
the laws. No taxes could be levied without the con- 
sent of the Assembly. 

But the Lords Proprietors did not like this simple 
plan, so they prepared a new one called the "Funda- 
mental Constitutions." It took away many of the 
rights and privileges of the people, and gave much 
authority to a class of noblemen who were to have 
such odd titles as "Landgrave" and "Cacique." The 
Lords Proprietors were so pleased with their plan 
that they called it the "Grand Model." But the 
people refused to accept it. They would obey no 
government except one of their own, and after a few- 
years they compelled the Lords Proprietors to give 
up their Fundamental Constitutions. 

The Ashley River Company. — In 1670, the Lords 
Proprietors sent a shipload of settlers from England 
to Carolina. They sailed into an excellent harbor 
into which flowed two fine rivers which they named 
Cooper and Ashley after Anthony Ashley Cooper, one 
of the Lords Proprietors. Three miles up the Ashley 



134 THE STORY OF THE UNITED STATES 




river, on a beautiful bluff, 
they laid out a town which, 
in honor of the King", they 
called Charles Town. A good 
trade soon sprang up with 
the other colonies, new set- 
tlers came, and at the end of 
its first year Charles Town 
had a population of four 
hundred. 

North Carolina and South 
Carolina. — The settlements 
on the Albemarle Sound and 
on the Ashley river were 
both in Carolina, but they were separate and distinct 
colonies. Both were under the Lords Proprietors, 
but each made its own laws, and for many years had 
its own governor. Soon 
people began to speak of 
the Albemarle colony as 
North Carolina and of 
the Ashley river colony 
as South Carolina. In 
1691 the Lords Proprie- 
tors put both colonies 
under the same gover- 



Anthoky Ashley Cooper 




North and South Carolina 



nor who lived at Char- 
leston ; but this plan did 
not work well for North 
Carolina, so after 1712 each colony again had a 
governor of its own. 



THE CAROLINAS AND GEORGIA 135 

II. 
North Carolina. 

How North Carolina Grew. — By 1712 the set- 
tlers in North Carolina had crossed the Albemarle 
Sound and laid out farms to the southward. Many 
of them came from Virginia. Among them was a 
colony of French Huguenots, as the Protestants in 
France were called, who planted a settlement on 
Pamlico river. Later a second colony of these sturdy 
Huguenots, who had fled from France to escape 
religious persecution, settled on the Neuse river. In 
1710 a colony of thrifty Germans, driven from Ger- 
many on account of their religion, became the neigh- 
bors of the Huguenots on the Neuse river, where they 
founded the town of New Bern. A few years later 
the Indians who lived between the Neuse and the 
Cape Fear rivers were driven away from that region, 
and settlers poured into it. Most of them came from 
the other colonies, but many also came from England. 
On the north bank of the Cape Fear river they 
founded the city of Wilmington. 

Often some settler, more daring than the others, 
with his rifle in one hand and his axe in the other, 
would leave these* settlements along the coast and 
plunge alone into the great forests of the interior. 
Along some river bank he would select a fertile spot, 
clear away the trees, and build a little log hut. Before 
many years the white smoke could be seen curling up 
from the chimneys of hundreds of these cabins which 
the lonely pioneers had scattered along the rivers 



136 THE STORY OF THE UNITED STATES 



and creeks far in the interior of North Carolina. 
By 1730 North Carolina had grown into an important 
colony with a population of about 30,000. 

A Liberty Loving Colony. — Much trouble was 
caused in North Carolina by the kind of men the 
Lords Proprietors selected as governors. Many of 

them cared nothing for 
the people ; they came to 
the colony to get rich 
and did not care how 
they did it. The people 
resisted their tyranny, 
rose in rebellion, and 
drove them from the col- 
ony. The people resist- 
ed, too, when the gover- 
nors tried to put the 
Fundamental Constitu- 
tions in force. "We will not have it," they declared. 
"Down with your Landgraves! Down with your 
Caciques! Let us fly to the King for protection." 

The people of North Carolina were not disorderly. 
They were willing to obey laws that were properly 
made. They were willing to pay taxes when levied 
according to law. When they had good governors, 
such as William Drummond and the good Quaker, 
John Archdale, they were quiet and peaceable; but 
they were always ready to resist tyranny and in- 
justice. 

How the Colony Prospered. — In spite of troubles 
•with their rulers, the people prospered. Like the 




St. Thomas Church at Bath 



THE CARlOLINAS AXD GEORGIA L37 

people of Virginia and Maryland, they lived on widely 
scattered farms and had no large towns. Tobacco 
was their chief crop. As they had but little gold 
and silver, they used tobacco as money. Things were 
bought and sold, not for so many dollars, but for 
so many pounds of tobacco. From their vast pine 
forests they made tar, pitch and turpentine which 
they sold to New England traders for use in ship- 
building. 

A brisk trade soon sprang up with New England. 
The New England traders in their small boats sailed 
up the rivers and sounds right to the doors of the 
planters. Sometimes larger vessels came from the 
West Indies and even from England. To these traders 
the Carolina planters sold their own products, and 
from them bought clothes, furniture and other things 
which they did not make on their plantations. 

Culpepper's Rebellion. — English merchants wanted 
to break up this trade, and require the Americans 
to trade only with them. The colonies were, there- 
fore, forbidden to trade with each other, and re- 
quired to do all their trading with the mother coun- 
try. They thought this law unjust, and many of 
the colonies refused to obey it. In 1676 when the 
Governor of North Carolina tried to put it in force 
the people rebelled. Led by George Durant and John 
Culpepper, they turned out the governor, elected offi- 
cers of their own, and kept on trading with the other 
colonies. This resistance is known as "Culpepper's 
Rebellion." 



138 THE STORY OF THE UNITED STATES 

Cary's Rebellion. — A few years later another law 
was passed in England which caused even greater 
disorders in North Carolina. That law required all 
persons who held office to take an oath of allegiance 
to Queen Anne. Quakers, as we have seen, would not 
take an oath of any kind. In North Carolina they 
had never been required to do so. But now, when 
Quakers were elected members of the Assembly, the 
Governor said they must take the oath, or they should 
not have their places in the Assembly. 

The governor's action led to a long resistance. The 
people would not obey the law. They turned out one 
governor after another who said the Quakers must 
take the oath. In 1710 Edward Hyde, the Queen's 
cousin, was appointed governor. Thomas Cary, who 
claimed to be the rightful governor, and his followers 
rebelled against Hyde. For some time they kept the 
colony in disorder, but finally they were beaten and 
"Cary's Rebellion" came to an end. 

The Watchful Red Men.— Cary's Rebellion led to 
a dreadful disaster. The coming of the white people 
had filled the Indians with alarm. They saw the 
settlers taking their land, clearing the forest, and 
driving away the game. But they dared not resist, 
until they saw the colonists righting each other. Then 
the Tuscarora chief, Hancock, resolved to destroy the 
settlements on the Neuse and the Pamlico rivers. His 
first attack was made early one morning in September 
1711. The settlers promptly flew to arms. South 
Carolina sent help. Several bloody battles were 
fought. Finally after two years, Hancock was beaten 



THE CAROLINAS AND GEORGIA 139 

in a great battle. Eight hundred of his warriors were 
killed, and the others left North Carolina and joined 
their Iroquois kinsmen in New York. This war put 
an end to the power of the Indians in the eastern 
part of North Carolina. 

III. 

South Carolina. 

Growth of South Carolina. — The Ashley river 
colony grew faster than the Albemarle colony, be- 
cause it had a better harbor. Settlers came from 
England ; some Dutch farmers from New York joined 
them; and from the Barbadoes came a colony, led 
by Sir John Yearn ans, who afterwards became gov- 
ernor. The colony from the Barbadoes brought the 
first negro slaves to South Carolina. Many new 
farms were laid out along the Ashley river, below 
Charles Town. The settlers had decided that Charles 
Town was too far up the river for trade. So, on the 
point of land between the Ashley and the Cooper 
rivers, they laid off a new town with broad streets, 
sites for a church and a town-house, and wharves 
where vessels could load and unload their cargoes. 
In 1680 the settlers moved to this new site. This 
was the beginning of the present city of Charleston. 

During that same year a shipload of Huguenots 
landed at Charleston. Five years later the King of 
France forbade the Huguenot form of worship in 
France, and thousands of these brave people fled to 
America. Many of them joined their friends in South 



140 THE STORY OF THE UNITED STATES 




Carolina. They were 
an intelligent, edu- 
c a t e d people, and 
were skilled in vari- 
ous kinds of manu- 
factures. Some of 
them remained at 
Charleston ; others 
plunged into the wil- 
derness and with 
their keen axes 
cleared farms alone 
the Cooper and the 
Santee rivers north 
of Charleston. To 
the south of Charles- 
ton a company of five 
hundred English 
Protestants planted 
a settlement on the 
Edisto river. Still 
farther south some 
Scotch settlers 
founded Port Royal. 

Rice and Indigo. — 

One day in 1693 a 
Dutch vessel sailed 
into the harbor of 
Charleston. Her cap- 
tain had a small bag 
of rice which he had 



THE CAROLIXAS AXD GEORGIA 141 

brought from the far-away island of Madagascar. 
When he saw the swampy soil around Charleston it 
seemed to him that it was well suited to the cultiva- 
tion of rice. So he gave his bag of rice to the gov- 
ernor, Thomas Smith, and told him how to plant it. 
Governor Smith selected a moist spot in his garden, 
planted his seed there, and was delighted with the 
results. He then gave seed to other planters, and 
in a few years rice planting became the chief industry 
of South Carolina. 

Some years later a young girl, Eliza Lucas, dis- 
covered that the indigo plant, from which dyes were 
made, would also flourish in South Carolina. Large 
quantities of it were raised and shipped to England. 
Rice and indigo were to South Carolina what tobacco 
was to Virginia and North Carolina. All around 
Charleston there were rice and indigo plantations 
which brought much wealth to the colony. 

Negro Slavery in the Carolinas. — Rice grows best 
in damp, swampy places which are too unhealthy for 
white men. The planters of South Carolina soon 
discovered that negroes could work in the swamps 
without any great injury to their health. They began, 
therefore, to offer high prices for negro slaves, and 
traders from New England, England, and Holland 
brought many of them from Africa to Charleston. 
Slave labor soon became the chief form of labor in 
South Carolina. The North Carolina planters also 
used slaves in their rice fields along the Cape Fear 
river, and on their tobacco plantations farther north. 
Tn both of these colonies a planter's wealth was 



142 THE STORY OF THE UNITED STATES 

counted by the amount of land and the number of 
slaves he owned. 

Troubles with the Spaniards. — South Carolina 
bordered on the Spanish colony of Florida. The 
Spaniards claimed that the territory which Charles 
II. had called Carolina was really a part of Florida 
and belonged to Spain. They were accordingly hostile 
to the English in South Carolina and did all they 
could to destroy that colony. They burned Port Royal 
and killed most of its inhabitants. The people of 
Charleston at once fitted out an expedition to punish 
the Spaniards, but their governor, whom the Lords 
Proprietors had selected, forbade its sailing. 

In 1702, when England was at war with both Spain 
and France, South Carolina sent an army to attack 
St. Augustine, but the expedition was a failure. Four 
years later five French and Spanish war vessels, 
carrying 800 soldiers, made an attack on Charleston. 
The English colonists defended the town, and drove 
the enemy away. 

How the Spaniards Stirred up the Red Men. — The 
Spaniards next stirred up the Yemasses Indians to 
attack the English. These Indians had long been 
friendly to the white people, and had even helped 
them to defeat the Tuscaroras in North Carolina. 
But now the Spaniards supplied them with arms and 
urged them to take the warpath. In 1715 the great 
Indian war broke out. 

North Carolina had not forgotten the aid she had 
received from South Carolina against Hancock and 
that colony now sent a strong body of North Carolina 



THE CAROLINAS AND GEORGIA 



l\:\ 



soldiers to aid South Carolina. Near the close of 
1715, the white men met the red men on the Edisto 
river, defeated and drove them across the Savannah 
river into Florida. In these wars more than four 
hundred white settlers were killed. It was a heavy 
blow to the colony, but after this war there was no 
longer any danger from the Indians, and the colony 
soon recovered from its losses. 

Stede Bonnet and Blackbeard, the Pirates. — North 
Carolina and South Carolina both had other enemies 

more cruel even that the 
Indians. They were the 
pirates who sought hiding 
places in the rivers and 
sounds along the coast. 
From these hiding places, 
in their fast sailing ships, 
they would dart out to 
sea, capture peaceful mer- 
chant ships, plunder them 
of their cargoes, and mur- 
der their crews. The 
most famous of these dar- 
ing men were Stede Bon- 
net and Edward Teach, 
called "Blackbeard." 
Finally in 1718 the Gov- 
"Blackbeard" ernor f South Carolina 

sent the Captain William Rhett to capture Bonnet. 
He met the pirate in Cape Fear river. Bonnet fought 
bravely, but was forced to surrender. He was taken 




144 THE STORY OF THE UNITED STATES 

to Charleston and hanged. A few weeks later "Black- 
beard's" career came to an end. Lieutenant May- 
nard, an officer of the British navy, found "Black- 
heard" in Ocracoke Inlet and in a fierce battle 
killed the pirate and captured his crew. After these 
victories the pirates were soon driven away from our 
coasts. 

South Carolina Revolts Against the Lords Pro- 
prietors. — The Lords Proprietors left the people of 
North Carolina and South Carolina to fight their 
enemies alone and their neglect caused much discon- 
tent in both colonies. Finally in 1719, the people of 
South Carolina held a meeting in Charleston and de- 
clared they would no longer obey the Lords Pro- 
prietors, or their governor. The Governor called 
upon the militia to put down the rebellion, but the 
soldiers took the side of the people. When the King 
heard of these events he too upheld the people, de- 
clared that the Lords Proprietors were not fit to 
govern their colony, and sent a governor selected by 
himself to South Carolina. 

The Carolinas Become Royal Provinces. — In North 
Carolina also the people were discontented at the 
kind of men the Lords Proprietors sent to govern 
them. Six times they had risen in rebellion and 
driven their governors out of the province. The King 
decided, as the Lords Proprietors could not govern 
their colonies properly, that he would bring them 
under his own control and in 1729 he made both 
North Carolina and South Carolina royal colonies. 
The people celebrated the change with great re- 
joicings. 



THE CAROLINAS AND GEORGIA 



145 



IV. 



Carolina and Florida. 



Georgia. 

James Oglethorpe. — Four years later the last of 
the English colonies was planted between South 

Its founder was a noble Eng- 
lishman named James Ogle- 
thorpe. Oglethorpe had been 
a soldier and like Captain 
John Smith had fought 
against the Turks. He was as 
kind-hearted and generous as 
he was brave, and used his 
wealth to relieve the suffering 
of other people. 

At that time there was a 
law in England that a man 
who could not pay his debts 
might be put in prison. Hun- 
dreds of honest men were 
locked up away from their 
families simply because they were 
of the jails were cold, dam]) and 
filthy and the prisoners suffered greatly in them. In 
one of these jails, a friend of Oglethorpe's was im- 
prisoned and his fate caused Oglethorpe to take an 
interest in all such poor prisoners. 

A Colony for the Poor. — Oglethorpe determined 
to do something to relieve the suffering of prisoners 
for debt. His plan was to have their debts paid, free 




James Edward Oglethorpe 

friends and 
poor. Many 



14G THE STORY OF THE UNITED STATES 

them from prison, and send them to America where 
they could start their lives anew. In 1732 he asked 
the King for enough land for a colony between South 
Carolina and Florida. • Such a colony, he said, would 
not only help the poor debtors, but would protect 
South Carolina against the Spaniards of Florida. The 
plan pleased the King, who gave Oglethorpe the 
region he asked for. Oglethorpe declared that he 
would hold it "in trust for the poor." The new colony 
was to be called Georgia in honor of King George. It 
was to be under the government of a company of men 
called "trustees," who were to make the laws and 
appoint the governors. 

The Founding of Savannah. — The trustees selected 
Oglethorpe as governor, and he lost no time in fitting 
out a colony. He set sail with his first colony in the 
winter of 1732. The settlers landed first at Charles- 
ton where they were warmly welcomed. Oglethorpe 
then selected a high bluff on the Savannah river as 
the site for his settlement. There was already an 
Indian village on the site, but Oglethorpe soon made 
friends with the Indians .Their old chief, Tomochichi, 
who was ninety years old, told Oglethorpe that there 
was enough room for both the red men and the white 
men, and he and Oglethorpe soon became fast friends. 
In the early part of 1733 Oglethorpe laid out the 
city of Savannah which was the beginning of Georgia. 

The Growth of Georgia. — Other settlements soon 
sprang up in Georgia. From Germany came a small 
company of settlers seeking religious freedom. Set- 
tlers also came from Switzerland and Scotland. Two 



THE CAROLINAS AND GEORGIA 147 

years after the founding of Savannah, Oglethorpe 
went back to England and upon his return to Georgia 
brought two shiploads of settlers. Among them were 

two famous broth- 
ers, John Wesley, 
the eloquent preach- 
er who founded the 
Methodist Church, 
and Charles Wesley 
who wrote so many 
of our familiar 
hymns. Both after- 
wards returned to 
England. Later 
George Whitfield, 
the greatest preach- 

John Wesley Preaching to the Indians e r of his time SDent 

several years in Georgia. At Savannah he founded 
a school for orphans which is still in existence. 

Industries of Georgia. — In Georgia, Oglethorpe 
found many wild mulberry trees on whose leaves the 
silk-worm feeds. He thought, therefore, that the 
production of silk could be made to pay. Upon his 
first visit to England he carried from Georgia eight 
pounds of silk which was made into a dress for the 
Queen. But the soil of Georgia was better suited 
to rice and indigo, and they soon became the chief 
products. Georgia also shipped tar, pitch and tur- 
pentine. 

Troubles with the Spaniards.— Just as Oglethorpe 
expected, the Spaniards in Florida soon began to give 



148 THE STORY OF THE UNITED STATES 

trouble. They claimed that Oglethorpe's colony was 
in their territory and angrily demanded its surrender. 
In 1742 they sent a fleet and an army of 7,000 men 
against Savannah. There were only about 1,500 people 
in Georgia, and the little English colony was in great 
danger. But Oglethorpe was a skillful soldier and 
finally drove the Spaniards away. The next year 
they tried again to destroy the town and Savannah 
was again saved by Oglethorpe's courage and skill. 
Georgia Becomes a Royal Colony. — There was 
much discontent among the people of Georgia. The 
colony grew slowly. The planters declared its slow 
growth was due to a law against their owning slaves. 
Slaves they said were needed for the cultivation of 
rice and indigo. The law, therefore, was repealed 
and the people got their slaves. In 1743 Oglethorpe 
returned to England, and after his departure the dis- 
content of the people became greater. The trustees, 
therefore, asked the King to take the government 
under his own direction. He did so and in 1754 Geor- 
gia became a royal province. The King then selected 
the governors, but the people elected the members of 
the General Assembly which made the laws. 



REVIEW. 



CAROLINA. 



Geography. — Study carefully the maps of North Carolina 
and South Carolina. 2. What sounds are in the eastern part 



THE CAROLI X ASA X I ) ( rEORGIA 149 

of North Carolina? 3. What rivers flow into the Albemarle 
Sound? 4. Where do these rivers rise? 5. Where are the 
Ashley and Cooper rivers? What city is at their moulh? 

History. — 1. Where did the first permanent settlers of 
North Carolina come from? Why did they come? Where 
did they settle? 2. Who was George Durant? 3. What plans 
did King Charles II. have for Carolina? 4. Tell the story of 
the first governor. 5. How and why did the people like their 
government? 6. What were "The Fundamental Constitutions?" 
7. By what other name was it called ? 8. Why did the people 
refuse to accept it? 9. Give an account of the founding of 
Charles Town. 10. How did Carolina become North Carolina 
and South Carolina? 

II. 

NORTH CAROLINA. 

Geography. — 1. Name the principal rivers in Eastern North 
Carolina, and describe their courses. 2. Where is New Bern? 
Wilmington ? 

History. — 1. Who were the early settlers of North Caro- 
lina? 2. Describe the growth of the colony. 3. Describe the 
relation of the people to their governors. 4. Give an account 
of the industries and commerce of the colony. 5. What was 
the cause of Culpepper's Rebellion ? Give an account of it. 
6. Give an account of Gary's Rebellion. 7. What effect did 
Cary's Rebellion have on the Indians? 8. Give an account 
of the great Indian wars of 1711-1713. 

III. 

SOUTH CAROLINA. 

Geography. — 1. Why did Charleston become a larger city 
than any settlement in North Carolina? 2. Where are the 
Santee and Edisto rivers? 3. Where is Port Royal? 



150 THE STORY OF THE UNITED STATES 

History. — i. Describe the growth of South Carolina. 2. 
Give an account of the removal of Charles Town. 3. Describe 
the Huguenot settlements in South Carolina. 4. What were 
the chief products in South Carolina. Give an account of 
their introduction into the colony. 5. Why did negro slavery 
become so important ? 6. Give an account of the colony's rela- 
tions with the Spaniards. 7. Tell the story of the war with 
the Indians. 8. Give an account of "Blackbeard." Of Bonnet. 
9. What effect did the wars with the Spaniards, Indians, and 
pirates have on the rule of the Lords Proprietors? 10. How 
did North Carolina and South Carolina become royal colonies ? 

IV. 
GEORGIA. 

Geography. — 1. Bound Georgia. 2. Where is Savannah? 

History. — 1. Who was the founder of Georgia? 2. What 
was his purpose in founding that colony? 3. How was it to 
be governed? 4. Give an account of the founding of Savannah. 
5. Describe the growth of Georgia. 6. What were the colony's 
chief products? 7. Give an account of its relations with the 
Spaniards. 8. Why were the people discontented with their 
government. 9. How did Georgia become a royal colony? 



CHAPTER XL 
THE FRENCH IN AMERICA. 

I. 

CANADA. 

The Voyage of Verrazano. — While Spain was 
founding colonies in the South, and England along 
the Atlantic coast, France was busy planting colonies 
in the North. French sailors began to make explora- 
tions in America soon after the great voyage of 
Columbus. They generally sailed to the northward 
in search of a passage to India. Among those who 
went in search of this Northwest Passage, as it was 
called, was John Verrazano, a well educated man and 
a skillful navigator. He was an Italian in the service 
of France. He made several voyages for France, 
fought for her against Spain, and like Sir Francis 
Drake, captured Spanish treasure ships. 

It was in 1523 when Verrazano set sail in search 
of the Northwest Passage. He began his voyage 
with four ships but storms drove all but one back to 
France. With that one he reached the coast of what 
is now North Carolina near Cape Fear. This, he 
wrote, was "a new land never before seen by any man 
in ancient or modern times." From North Carolina 
he explored the coast as far north as Maine. Upon 



152 THE STORY OF THE UNITED STATES 



his return to France he wrote an account of his 
voyage. It was the first account ever written of the 
eastern coast of the United States. 

Cartier Discovers the St. Lawrence River. — France 
was then too busy with a war with Spain to follow 
up Verrazano's voyage. Ten years later Jacques 

Cartier set out with two small 
vessels to find the Northwest 
Passage. Cartier was a bold 
and dauntless man whose 
spirit would quail before no 
danger or hardship. He sailed 
straight for Labrador, ex- 
plored the coast of Newfound- 
land, and took possession of 
all that region in the name of 
the King of France. 

The next year Cartier en- 
tered a beautiful bay which he 
called the Bay of St. Lawrence 
because he had entered it on St. Lawrence's Day. 
Through this bay he sailed into what he thought 
might be the Northwest Passage. But the farther 
he went, the narrower the passage became, the fresher 
the water, the swifter the current. From these signs, 
he knew that he was in a mighty river. As this river 
• flows into the Bay of St. Lawrence, it too was called 
St. Lawrence. 

The First Winter in Canada. — When Cartier asked 
the Indians the names of their villages along the St. 
Lawrence, they always replied "Canada." This was 




Jacques Cartier 



THE FRENCH IN AMERICA 153 

their word for village, but Cartier thought it must 
be the name of the country itself. He, therefore. 
called all the region along the St. Lawrence, Canada. 
Sailing farther up the river, he came to a large Indian 
village on a high promontory. The view was so fine 
there that he called it Mont Royal. Some years 
later the French founded a settlement there, and 
Mont Royal became Montreal. It is now the largest 
city in Canada. 

Cartier spent the winter in Canada. Snow lay 
deep on the ground. Ice covered the river and held 
his vessels in a tight grip. Such cold his men had 
never known in the sunny land of France and they 
suffered terribly. Many of them perished from cold, 
hunger, and disease; and when spring came and the 
ice melted so their ships could move, those still living 
joyfully turned their backs on Canada. 

The Founding of Quebec. — In 1608 the first French 
settlement in Canada was founded at the place where 
Cartier had passed the winter. This colony was 
under the command of Samuel de Champlain. Cham- 
plain had passed his early years on the sea, and like 
a true sailor loved the tossing of the waves and the 
howling of the winds through the sails. As a com- 
mander he was strict with his men, but always cour- 
teous, generous and merciful. 

The year after the founding of Jamestown, Cham- 
plain sailed up the St. Lawrence river to plant a 
settlement in Canada. He selected a place where the 
river grows narrow and high rocky cliffs rise above 
the stream. The Indians called it "Quebec," which 



154 THE STORY OF THE UNITED STATES 



means the narrow place, and so Champlain named his 
little settlement. There he erected some houses for 
himself and his men and around them built a wooden 
wall on which he mounted several cannon. During 
the winter that followed all but eight of his twenty- 
eight men died; but when spring came other settlers 
arrived from France and Quebec was started safely 
on its career. 

Champlain Wins a Costly Victory. — The Indians 
who dwelt along the St. Lawrence belonged to the 
great Algonquin tribes. They were bitter enemies 
of the Iroquois, the fiercest and 
most powerful tribes in America, 
who lived along the Hudson river. 
When the Algonquins heard the 
roar of Champlain's cannon and 
saw how his bullets could kill men 
at a great distance, they won- 
dered at the mighty power of the 
white men, and begged Cham- 
plain to help them against the 
Samuel de Champlain Iroquois. Champlain was eager 
to gain the friendship of the Al- 
gonquins, so he agreed to give them his aid. With 
a few Frenchmen armed with guns and several hun- 
dred Algonquin warriors, he set out through the 
forest to attack the Iroquois. He little knew what 
great results were to come from his rash act ! 

The Algonquins and their French friends met the 
Iroquois at a place called Ticonderoga. There the 
waters of two beautiful lakes come together, and 




THE FRENCH IN AMERICA 155 

Ticonderoga was the Iroquois word for the "meeting 
of the waters." The Iroquois warriors easily defeated 
the Algonquin warriors, but when they heard the 
loud report of Champlain's cannon, and saw their men 
fall dead as if by magic, they turned and fled in terror. 
The Algonquins danced and yelled with joy over this 
victory. The lake near which Champlain won his 
victory is now called in his honor, Lake Champlain. 
For the French it proved a costly victory. It made 
the Iroquois their bitter enemies; and years later 
when the French and the English were fighting for 
the possession of America, the Iroquois gave their 
powerful aid to the English. 

II. 

The Jesuits. 

The French and the Indians. — The French were 
generally more successful in securing the friendship 
of the Indians than the English. There were several 
reasons for their success. The English settlers, as 
we have seen, came to America to cultivate the soil, 
to make their homes here, and to build towns and 
cities. For these purposes they took land from the 
Indians, cleared the forests, and destroyed the red 
man's hunting-grounds. The Indians soon learned 
that whenever the English planted a colony they 
drove the Indians away. The English, too, looked 
down on the Indians, treated them as inferiors, and 
often made slaves of them. 

The French did not try to build towns and cities. 



156 THE STORY OF THE UNITED STATES 

Their chief interest was in the fur trade and in con- 
verting the Indians to Christianity. The French set- 
tlers, therefore, were chiefly traders, priests, and 
soldiers. Their settlements were small trading-posts, 
missions, and forts that did not require much land. 
They wanted the Indians to keep their hunting- 
grounds, treated them as equals, and made friends 
and allies of them. 

The "Runners of the Woods." — In this work the 
French had the aid of a class of. men called 

or "runners of the woods." They were restless 
rovers, crack shots with their rifles, and experts at 
trapping fur-bearing animals. They spent their lives 
in the woods gathering furs and skins for sale. They 
loved the great unbroken forests better than the set- 
tlements, and the wild life of the red men better than 
the quiet life of the white men. So the coureurs de 
bois wandered far and near, visited strange Indian 
tribes far from the white men's settlements, lived in 
their wigwams, took their squaws for wives, and 
helped to keep alive the friendship of their warriors 
for the French. 

The Jesuits. — More important even than the 
were the French priests. They were 
members of the "Society of Jesus," and for that 
reason were called Jesuits. Their only interest in 
life was to spread the faith of the Roman Catholic 
Church. In this work they were tireless and fearless 
and scorned hardships and dangers. The more dan- 
gerous a place was, the more eager were the Jesuits 
to go there and carry on their work. They often 



THE FRENCH IN AMERICA 



157 



suffered cruel tortures and death ; but nothing could 
lessen their zeal. 

Champlain himself declared that it was better to 
save a soul than to conquer an empire ; and this was 
the spirit of the Jesuits. They founded their missions 
among the most savage tribes, nursed their sick, 
healed their wounded, and preached the gospel to 
them. On the map of the United States along the 
Great Lakes and the Mississippi river and its 
branches, are many places with French names which 
show where these Jesuits once had missions among 
the Indians. 

Father Marquette and Joliet. — Among the most 
famous of the Jesuits was 
Father Jacques Marquette. 
He was gentle, kind-heart- 
ed, and as brave as a lion. 
He gave his life to work 
among the Indians who 
lived in the region of the 
Great Lakes. From them 
he heard stories of a mighty 
stream which the Indians 
called the "great water," 
far away to the west where 
no white man had ever 
been. The Indians could 
not tell where its mouth 
was because none of them 
had ever been on such a 

long journey. Statue Father Marquette 

In Hall of Fame at Washington. 




158 THE STORY OF THE UNITED STATES 

Marquette resolved to find and explore this great 
river. The Governor of Canada ordered Louis Joliet, 
a bold fur trader who had long lived among the 
Indians, to help him. With five companions, they 
set out from the shores of Lake Michigan to cross 
what is now the State of Wisconsin. Sometimes they 
paddled their canoes up rivers and across small lakes ; 
at other times they tramped through the woods 
carrying them on their shoulders. Finally they 
reached the Wisconsin river and floated down it until 
they came to the "great water." 

Marquette Floats Down the Mississippi. — The 
"great water" was the Mississippi river. When the 
French explorers floated out upon its bosom their 
joy, says Marquette, was too great for words. They 
thought they were the first white men who had ever 
seen that mighty stream for they knew nothing about 
the voyage of De Soto more than one hundred and 
thirty years before. 

Marquette and his little party floated down the 
Mississippi for several hundred miles until they be- 
came sure that it emptied into the Gulf of Mexico. 
Then they turned back in order to carry the news 
of their discovery to Canada. They proceeded up the 
Mississippi until they reached the Illinois river, then 
up the Illinois back to Lake Michigan. They had 
travelled more than 2,500 miles. Joliet hurried on 
to Canada with the news of their discovery, but 
Father Marquette remained in the wilderness to 
preach to the Illinois Indians. He died there soon 
afterwards worn out by his hard toil. 



THE FRENCH IN AMERICA 



159 



III. 

Louisiana. 

La Salle. — The work which Marquette and Joliet 
had begun, was taken up by a young Frenchman 
named Robert de la Salle. La Salle had already 
discovered and sail- 
ed down the Ohio 
river, and he now 
determined to find 
the mouth of the 
Mississippi, and to 
claim the region 
through which it 
flowed for France. 

La Salle had ene- 
mies who threw dif- 
ficulties in his way. 
They seized his 
property. They 
raised a revolt 
among his follow- 
ers. They tried to have him poisoned. Misfortune 
seemed to follow his footsteps. He built a vessel 
for use on Lake Michigan, loaded it with furs 
and skins and sent it back to Canada for sup- 
plies; he never heard from it again. A ship from 
France bringing money for him was wrecked. Twice 
he set out on his journey only to be turned back by 
misfortunes. 

La Salle at the Mouth of the Mississippi. — But 
nothing could shake La Salle's determination. In 




La Salle Claiming the Valley of the 
Mississippi ix the Name of Louis 
XIV of France 



1G0 THE STORY OF .THE UNITED STATES 

1682 he started a third time and at last all went well. 
With a small fleet of canoes and about sixty men he 
floated down the great river to its mouth. There he 
set up a cross on which were the arms of France and 
the words : "Louis the Great, King of France and 
Navarre, reigns; the 9th of April, 1682." Then with 
the singing of hymns and the firing of salutes he took 
possession of all the land drained by the Mississippi 
and its branches in the name of Louis XIV., King of 
France. It was a vast region extending from the 
Gulf of Mexico on the south to Canada on the north, 
from the Alleghany Mountains on the east to the 
Rockies on the west. In honor of King Louis it 
was named Louisiana. 

Death of La Salle. — In order to hold Louisiana 
against the Spaniards La Salle* planned to found a 
town at the mouth of the Mississippi. To keep back 
the English, he planned a line of forts all the way to 
the Great Lakes. The King gave him command of 
four vessels in which three hundred settlers sailed 
for Louisiana. But the vessels lost their way and 
missed the mouth of the Mississippi. The settlers 
landed on the coast of what is now the State of Texas. 
One of their ships was wrecked and the others leav- 
ing La Salle and a few settlers in the wilderness, 
returned to France. La Salle at once built a fort 
in which he spent two years waiting for vessels to 
carry him to Louisiana. Finally he decided to set out 
on foot, but he had scarcely started when two of 
his men, hiding in the forest, shot him dead. 

La Salle's Dream Comes True. — The French did 



THE FRENCH IN AMERICA 



1(51 



not forget the far-seeing La Salle and his great plans. 
Ten years after his death the King sent two hundred 
colonists to plant a settlement in Louisiana. They 
were under the command of a brave and experienced 
soldier named Pierre le Moyne d'lberville. He se- 
lected a barren sandy shore about eighty miles from 
where New Orleans now stands and there made the 
first settlement in what is now the State of Miss- 
issippi. In 1702 the first settlement in the State of 
Alabama was made on Mobile Bay. Other settlers 
were sent out from France and several forts and 




•MarquetU $ Jbliel 1673 
- La Salle IffiTS-1682 



The Principal Forts and Settlements Established by the Frenci 
before the close of the eighteenth century 



1G2 THE STORY OF THE UNITED STATES 

trading posts were established. In 1718 on the banks 
of the Mississippi, the Sieur le Bienville, governor of 
Louisiana, laid the foundations of a new capital of 
Louisiana. In honor of the Duke of Orleans, uncle 
of King Louis XV., he called the town New Orleans. 
New France had now two heads, one to the far 
north amid the snows of Canada, the other in the 
sunny regions of the south. Between them lay a 
wilderness of more than two thousand miles. To pro- 
tect this vast region the French, as La Salle had 
planned, built more than sixty forts between New 
Orleans and the Great Lakes. New missions and 
trading posts soon sprang up throughout that region, 
and the dream of La Salle came true at last. 



CANADA. 

Geography. — i. Is it possible for a vessel to sail by a North- 
west passage from the Atlantic to the Pacific Ocean ? Through 
what bodies of water would it go? 2. Trace Verrazano's 
expedition from France to Cape Fear, thence to Maine, thence 
back to France. 3. Where is Labrador? Newfoundland? The 
Gulf of St. Lawrence? 4. Trace the St. Lawrence river. 5. 
Where is Montreal? Quebec? 6. The Algonquin tribes lived 
around the Great Lakes. Where are they? Name them? 
7. Where is Lake Champlain? Ticonderoga? 

History. — 1. What part of North America was settled by 
Spain ? England ? France ? 2. Why did the French explorers 
sail to the North? 3. Give an account of the voyage of Ver- 
razano? 4. Describe the voyages of Cartier? 5. Give an ac- 
count of his first winter in Canada. 6. What region did he 



THE FRENCH IN AMERICA 163 

claim for France? 7. Who was Champlain? 8. Describe the 
founding of Quebec? 9. Tell how Champlain won a costly 
victory. 10. Why was it costly? 

II. 

THE JESUITS. 

Geography. — 1. The teacher should point out to the class 
some of the places along the Great Lakes which still have 
French names. 2. Father Marquette started at Green Bay, 
went up the Fox river, crossed Lake Winnebago, thence into 
the Wisconsin river, and then into the Mississippi. Trace his 
route. 3. Trace his return route up the Mississippi, into the 
Illinois river, thence to Lake Michigan. 

History. — 1. Why were the French more successful in win- 
ning the friendship of the Indians than the English? 2. 
Who were the coureurs de boisf 3. Who were the Jesuits? 
4. Give an account of their work. 5. Who was Father Mar- 
quette ? 6. Tell about his discovery of the Mississippi. 7. De- 
scribe his voyage down the Mississippi and his return. 

III. 

LOUISIANA. 

Geography. — 1. Trace the Mississippi from its source to its 
mouth. 2. What are its principal tributaries? 3. Note care- 
fully the immense region covered by Louisiana from the Alle- 
ghanies to the Rocky Mountains. 4. Where is Biloxi? Mo- 
bile? New Orleans? 

History. — 1. Who was La Salle? 2. Give an account of his 
misfortunes. 3. Describe his voyage down the Mississippi. 
4. What name did he give to the region through which it 
flowed? 5. What region did Louisiana at first cover? 6. What 



164 THE STORY OF THE UNITED STATES 

were La Salle's plans for holding Louisiana for France? 7. 
Describe his death. 8. How did his dream finally come true? 
9. Which country then held the greater territory in America, 
France or England ? 10. Where were the French possessions ? 
The English? 



CHAPTER XII. 
ENGLISH AND FRENCH WARS IN AMERICA. 

I. 

English and French Rivalry. 

Causes of the Conflict. — There was keen rivalry be- 
tween the French and the English colonists. Their 
interests often conflicted. They interfered with each 
other's fur trade. The region which the French called 
Louisiana was also claimed by the English. Both 
wanted to be supreme in America. France and Eng- 
land were often at war, and every time they fought 
in Europe, their colonies fought in America. Both 
called upon their Indian allies for help, and many 
cruel and bloody deeds were done. Of the English 
colonies, New York and New England suffered most 
because they were nearest to Canada. Sometimes 
Spain helped France, and then, as we have seen, there 
was fighting in South Carolina and Georgia. 

The Burning of Schenectady. — There were four 
wars between the French and the English colonies. 
In the first war, which began in 1689, the French 
secretly fitted out a small army of couriers de bois 
and Indians, for an attack on New York. They 
marched out of Montreal in mid-winter and for 
nearly a month the little army marched through snow 



1G6 THE STORY OF THE UNITED STATES 

and ice. One night in the midst of a heavy snow 
storm they reached the village of Schenectady. The 
people of Schenectady had been warned against 
attack, bnt they laughed at the very idea that an army 
could march in such weather all the way from 
Canada. They thought it a good joke to set up two 
snow-men as sentinels over the town! What a ter- 
rible surprise was in store for them! In the middle 
of the night they were aroused from sleep by the 
war-whoops of the Indians and as they rushed out of 
their beds they were struck down by the French 
soldiers and their savage allies. Sixty men, women 
and children were slain, many others were taken 
prisoners, and the town was burned to the ground. 

Fighting Along the Border. — This attack aroused 
the English, and the war quickly spread all along the 
border. At first the French swept everything before 
them. They attacked, captured and burned several 
villages in New Hampshire, Massachusetts, and New 
York. But the English had powerful allies in the 
Iroquois tribes. The Iroquois had never forgotten 
their defeat by Champlain many years before, and 
they were now the steadfast enemies of the French. 
Their stand'for the English probably kept the French 
from conquering New York. 

A Woman's Brave Deed. — Early one spring morn- 
ing a band of Algonquin Indians made an attack on 
Haverhill, Massachusetts. In a little farm-house near 
the village, Mrs. Hannah Dustin lay ill in bed. The 
Indians attacked her house, and carried Mrs. Dustin 
and her nurse away to the forests. Another prisoner 



ENGLISH AND FRENCH WARS IN AMERICA 16? 

was an English boy. One night, while the red men 
were asleep, the three prisoners arose quietly, seized 
some tomahawks, and struck the sleeping warriors on 
their bare heads. They killed all but two who awoke 
in terror and rled into the forest. Then with ten 
scalps to prove their story, Mrs. Dustin and her two 
companions made their way back through a hundred 
miles of wilderness to Haverhill. The fame of their 
deed spread far and wide. Massachusetts gave them 
a large reward, and the governor of far-away Mary- 
land sent Mrs. Dustin a present as a token of his 
admiration for her courage. 

The Capture of Port Royal. — At the mouth of the 
St. Lawrence river was the important French colony 
of Acadia. Its capital was Port Royal. From its 
harbor armed French vessels darted out to attack and 
capture New England fishing boats and merchant 
vessels. In the second war with the French, which 
began in 1702, the New Englanders resolved to put 
an end to these attacks by capturing Port Royal. 
England sent war vessels and soldiers to aid them. 
In 1710, they sailed from Boston, captured Port 
Royal, and changed its name to Annapolis, in honor 
of Anne, Queen of England. The French had to give 
up all of Acadia. Part of it the English named New 
Brunswick, and part they named Nova Scotia. 

Louisburg. — The French at once began plans to 
re-capture Acadia. During the years of peace that 
followed the second war, they built a great fortress 
on Cape Breton Island, where it would threaten the 
safety of Annapolis. It was called Louisburg. Twenty- 



168 THE STORY OF THE UNITED STATES 



five years and more than ten million dollars were 
required to build it. Louisburg was the strongest 
fortress in America and the French boasted that it 
would make their king- master of the continent. It 
was scarcely finished before France and England 
were again at war. 

A Hard Nut to Crack. — The third war between the 
French and the English in America began in 1744. 
Before the English colonists knew that war had been 



' 








^v 


/ 




§*?^Sti**' 





Burning of French Ships 



declared, the French commander at Louisburg burned 

an Engl is 

Annapolis 

colonies, and they resolved to strike a blow the 



fishing village and made an attack on 
Great was the wrath of the New England 



French would not soon forget. 



Their plan was to capture Louisburg. Many 
people laughed at the idea. "Fortified towns," said 
Benjamin Franklin, "are hard nuts to crack, and your 
teeth are not used to it." But the hard-headed Yankee 



ENGLISH AND FRENCH WARS IX AMERICA 1G9 

farmers were determined to try their teeth on that 
French nut. They raised an army of four thousand 
men, put William Pepperel in command, and fitted 
out a little fleet to take them to Louisburg. Later 
four British men-of-war joined them. 

They sailed from Boston in the spring of 1745 and 
reached Louisburg in May. After landing they had 
to drag their cannon two miles through a great marsh. 
Sometimes the cannon sank out of sight in the mud. 
Then sledges were made, the cannon mounted on 
them, and the soldiers dragged them through the mud 
and water. The men endured many hardships. Many 
of them were barefoot and their clothes were in 
tatters. Nearly two thousand were sick at one time. 
Before them stood the mighty fortress with stone 
walls thirty feet high and sixty feet thick. But noth- 
ing could stop those dauntless Yankees. For six 
weeks they kept up their fire on the fort day and 
night. Every effort of the French to drive them oft" 
failed. Finally the French were forced to sun ender, 
and the English flag was raised over Louisburg. 

The English colonies rejoiced greatly over this 
victory. In Boston, New York, and Philadelphia 
bells were rung, cannon fired, bon-fires lighted. 
France heard the news with astonishment. Even Ener- 
land could scarcely believe it. King George made 
William Pepperell a knight as a reward for his 
victory. After all this rejoicing, you may imagine 
how angry the colonists were when, at the close of 
the war, England gave Louisburg back to France in 
exchange for a city on the other side of the world. 



170 THE STORY OF THE UNITED STATES 

II. 
The French and Indian War. 

A Difficult Task. — The French and the English in 
America had now fought three wars. Neither had 
been able to defeat the other, and the questions in 
dispute between them had not been settled. Both 
sides knew the struggle must soon be renewed and 
began to get ready for it. In the Ohio valley the 
French were building forts to keep the English out. 
Virginia also claimed the Ohio valley, so Governor 
Robert Dinwiddie decided to demand that the French 
withdraw from that region. 

The messenger for this task would have to make 
a journey through a thousand miles of wilderness. 
He must be a keen woodsman and know how to deal 
with Indians. His task required courage, endurance, 
and fine judgment. Governor Dinwiddie selected a 
young surveyor, twenty-one years old, tall, strong, 
and fearless, who afterwards became the most famous 
man in our history. His name was George Wash- 
ington. 

How Washington Performed His Difficult Task. — 
Washington set out from Williamsburg, the capital 
of Virginia, in the winter of 1753. He had five com- 
panions. His journey carried him through unbroken 
forests, over snow-covered mountains, and across 
frozen rivers. There were no roads and he had to 
find his way by a compass. In spite of difficulties 
and dangers he pursued his journey without faltering. 
The French commander received Washington with 



ENGLISH AND FRENCH WARS IN AMERICA 171 



great courtesy, but of course refused to give up his 
fort. 

It was important for Washington to hurry back 
and report to Governor Dinwiddie. In the depth of 
the wilderness his horses 
gave out and he had to 
continue his journey on 
foot. Once he narrowly 
missed being killed by 
an Indian who fired at 
him from a m b u s h. 
While trying to cross 
the Alleghany river on a 
raft, he was thrown into 
the raging current filled 
with great blocks of ice, 
and barely escaped being 
drowned. But through 
it all he kept a cool head 
and never lost his cour- 
age. He finally reached 
Williamsburg in safety 
and delivered his message to Governor Dinwiddie, 
who thanked him heartily for the splendid way in 
which he had done his duty. 

Washington Meets Defeat. — Washington advised 
Governor Dinwiddie to build a fort at the point where 
the Alleghany and the Monongahela rivers unite to 
form the Ohio. It was the most important point in 
the Ohio valley, and Dinwiddie at once sent a small 
band of woodsmen to seize it. The French drove 




Washington ix Va. Uniform 



172 THE STORY OF THE UNITED STATES 

them away, and built a fortress of their own which 
they called Fort Duquesne. Then they advanced to 
meet Washington who was approaching with three 
hundred men. Washington hastily threw up a rude 
fort which he called Fort Necessity. The French 
attacked him in large numbers and after nine hours 
of righting compelled him to surrender his fort and 
retreat into Virginia. This victory left the French 
masters of all the region west of the Alleghany 
Mountains. 

The greatest of all the wars between the French 
and the English in America had now begun. At last 
the great question, Shall France or England rule 
America? was about to be decided. Both countries 
sent thousands of soldiers to America. The colonies 
themselves raised armies and gave large sums of 
money for their support. The struggle lasted more 
than seven years, and is known as the French and 
Indian War. 

Braddock's March Against Fort Duquesne. — Eng- 
land's first task was to capture Fort Duquesne. This 
duty was entrusted to General Edward Braddock. 
Braddock was a brave soldier, but he knew nothing 
about Indian fighting, and he scorned the advice of 
such men as Washington who knew how to fight them. 
"These savages," he said, "may seem dangerous ene- 
mies to you ignorant Americans, but they can never 
stand up against the King's regulars." He set out 
on his march to Fort Duquesne with three hundred 
axemen leading the way to clear a road while the 
army followed slowly with banners flying, fifes blow- 



ENGLISH AND FRENCH WARS IN AMERICA 173 



ing and drums beat- 



ine. 



Washington 




Colonial Pistols 



was disgusted and 
wrote that his hopes 
of victory were very 
low indeed. 

Braddock's De- 
feat. — The French 
decided not to wait 
at Fort Duquesne 
but to attack Brad- 
dock while on the 

march through the wilderness. A small force, 
most of whom were Indians, fell suddenly on the 
English, and from behind trees and logs and rocks 
poured a deadly fire into their ranks. The British 
soldiers in their brilliant scarlet uniforms drawn up 
in line of battle were plain targets for their enemies, 
and were quickly thrown into confusion. When their 
officers commanded them to fight they answered, "We 
would fight all right if we could see anybody to fight 
with." Many brave fellows fell without ever seeing 
their foes who swarmed all about them. Braddock, 
himself, was mortally wounded. His men became 
panic-stricken and, as Washington said, "ran like 
sheep pursued by dogs." 

Washington Saves Braddock's Army. — Perhaps 
none of them would have escaped had it not been for 
Washington. Like the Indians, his men fought from 
behind trees and bushes. Washington seemed to be 
everywhere cheering them on and directing their fire. 



174 THE STORY OF THE UNITED STATES 

Two horses were killed under him and four bullets 
tore through his coat. The despised Americans held 
back the enemy while the British soldiers fled to Fort 
Cumberland. There they were protected by Colonel 
James Innes, who held the fort with a small body 
of soldiers from Virginia and North Carolina. The 
French returned to Fort Duquesne in triumph. 

The Famous Man Who Tramples the English 
Under His Feet. — The war was soon raging all along 
the frontier. In North Carolina and South Carolina, 
the Cherokee Indians went on the warpath. They 
destroyed many settlements before they were sub- 
dued. Washington was kept busy defending the 
frontier of Virginia. In the North the French 
seemed to sweep everything before them. 

The French commander was the Marquis de Mont- 
calm. He was a brave and skillful soldier. He struck 
swift, hard blows and won victory after victory. His 
fame spread far and wide among the Indians. They 
made long journeys to see him. One chief said to 
him: "We wanted to see this famous man who 
tramples the English under his feet. We thought 
we should find him so tall that his head would be 
lost in the clouds. But you are a little man, my 
father. It is when we look into your eyes that we 
see the fire of the eagle." 

III. 

How France Lost Her Colonies. 

William Pitt. — In the summer of 1757 a change 
came over the English. William Pitt, one of the 



ENGLISH AND FRENCH WARS IN AMERICA 175 




greatest statesmen the 
world has ever seen, 
was placed at the head 
of the British govern- 
ment. Pitt selected the 
best soldiers and gen- 
erals he could find in 
England and sent them 
to America. The col- 
onies had great confi- 
dence in him. Under 
h i s direction they 
raised larger armies 

William Pitt an d voted more money 

for the war. All were 
so inspired by his wonderful spirit that they did not 
lose another battle. 

The English Capture Louisburg. — One of Pitt's 
first acts was to send an army to capture Louisburg. 
Louisburg was defended by a large French army and 
fleet. The fleet was destroyed and the town laid in 
ruins by the shells from the English cannon. After 
holding out for nearly two months the French sur- 
rendered, and the English flag once more floated over 
the mighty fortress. The chief credit for this victory 
was due to a young soldier named James Wolfe, who 
was soon to become forever famous by a still greater 
victory. 

Fort Duquesne Becomes Fort Pitt. — While one 
English army was capturing Louisburg, another was 
marching against Fort Duquesne. It was composed 



17G THE STORY OF THE UNITED STATES 

of 7,000 British soldiers and colonial troops from 
Pennsylvania, Maryland, Virginia, and North Caro- 
lina. They were under the command of General John 
Forbes, a brave and sensible soldier who did not 
despise the Americans and knew how to take advice. 
With him was Washington who was eager to wipe 
out the disgrace of Braddock's defeat. 

This time the English army kept a sharp lookout 
for the enemy. As they drew near the fort, Wash- 
ington was sent forward to begin the attack, and as 
he advanced he found to his surprise that the French 
had fled. Fort Duquesne fell into his hands without 
a blow. Its name was changed to Fort Pitt. Since 
then the great city of Pittsburg has grown up on its 
site. 

James Wolfe. — One more step must now be taken 
to decide the struggle. This was the capture of 
Quebec. Of all the tasks before the English, this 
was the most difficult. Quebec was one of the most 
strongly fortified cities in the world. It stood on a 
rocky clifT two hundred feet above the St. Lawrence 
river and was defended by a strong army under the 
command of Montcalm himself. The French believed 
it impossible for the English to capture the city. 

Pitt entrusted this difficult task to General Wolfe. 
Wolfe was so ill that he had to spend much of his 
time in bed. But the strength of his mind overcame 
the weakness of his body. He prayed that he might 
live long enough to perform the task which Pitt had 
entrusted to him. "Patch me up enough for this 
business," he said to the doctor, "and I'll ask no 



ENGLISH AND FRENCH WARS IN AMERICA 177 

more." Nothing could swerve him from the path of 
duty. He inspired his soldiers with confidence and 
love, and they were ever ready to follow wherever 
he might lead. 

Wolfe's Difficult Task. — Wolfe spent the summer 
of 1759 trying to take Quebec but without success. 
In September he resolved upon a desperate attempt 
before winter set in. About a mile above the town 
was a high plateau called the Plains of Abraham. 
If Wolfe could land an army there, he could take 
Quebec. Montcalm declared the English would need 
wings for that task. But Wolfe's keen eyes discov- 
ered a rough zigzag path running up the sides of the 
cliff, which he thought his men could climb. In the 
night he quietly moved his army in boats, past the 
French sentinels. "Who goes there?" demanded a 
sentinel. "Provision boats," replied one of Wolfe's 
men in French, "keep quiet or the English will hear." 
The sentinel said no more and the English boats 
slipped safely by. 

The Capture of Quebec. — Wolfe's men reached 
their landing place at daybreak. Silently and swiftly, 
clutching at rocks and bushes, they toiled up the steep 
path. When morning came Montcalm was astounded 
to see the- English army on the Plains of Abraham. 
"This is serious business," he exclaimed, and instant- 
ly ordered an attack on the English. A fierce battle 
followed. Wolfe fell mortally wounded. As he lay 
on the ground dying, he heard the shouts of his men, 
"They run ! they run !" "Who run ? " he asked. "The 
French, Sir," replied an officer; "they give way every- 



178 THE STORY OF THE UNITED STATES 

where." "Now God be praised," said the dying hero, 
"1 shall die in peace." 

Montcalm, too, received his death wound, and his 
weeping soldiers bore him from the battlefield into 
the town. "Do not weep for me, my children," he 
said. "I am happy that I shall not live to see the 
surrender of Quebec." 




The Death of General Wolfe on the Plains of Abraham 

English Rule Established in America. — The cap- 
ture of Louisburg, Fort Duquesne, and Quebec 
decided the question, "Shall the English or the 
French rule North America?" France had to sur- 
render to England both Canada and all the region 
she claimed east of the Mississippi. As Spain had 
helped France, England took Florida from her. In 
order to pay Spain for this loss France gave to her 



ENGLISH AND FRENCH WARS IN AMERICA 179 

New Orleans and all of Louisiana west of the Miss- 
issippi. Thus France lost all of her American colo- 
nies, and English rule was established throughout 
the greater part of North America. 

REVIEW. 

1. 

ENGLISH AND FRENCH RIVALRY. 

Geography. — i. What English colonies bordered on Canada? 
2. Show how an expedition from Canada could come almost all 
the way to New York by water. 3. Where is Schenectady, 
New York? 4. Where was Acadia? 5. Where is Cape Breton 
Island? 

History. — 1. What reasons did the French and English 
colonies have for hostility? 2. Which English colonies suf- 
fered most from French attacks, and why? 3. Describe the 
attack on Schenectady. 4. What Indian allies did the French 
have? Where did they live? 5. What Indians were friendly 
to the English? Why? Where did they live? 6. Tell the 
story of Mrs. Dustin's brave deed. 7. Why did New England 
especially desire the capture of Port Royal ? 8. Describe the 
fortress of Louisburg. 9. Describe the expedition fitted out 
against it. 10. Give an account of its capture. 11. How were 
the colonies disappointed about it? 

II. 

THE FRENCH AND INDIAN WAR. 

Geography. — 1. What two rivers unite to form the Ohio? 
2. What city stands at their juncture? 3. Where is Williams- 
burg, Virginia? 4. Draw a line from Williamsburg to Pitts- 
burg. 5. Where was Fort Duquesne? 6. Where is Quebec? 



180 THE STORY OF THE UNITED STATES 

History. — i. What preparations were the French making 
against the English? 2. What demand did Governor Din- 
widdie decide to make on the French? 3. What kind of mes- 
senger did he need? 4. Whom did he choose? 5. Describe 
Washington's journey. 6. What answer did the French give? 

7. Give an account of Washington's defeat at Fort Necessity. 

8. What war now began? 9. Describe Braddock's march 
against Fort Duquesne. 10. Describe his defeat. 11. Tell how 
Washington saved Braddock's army. 12. Describe the war 
along the border. 13. Who was the French commander ? What 
did the Indians say of him? Why? 

III. 

HOW FRANCE LOST HER COLONIES. 

History. — 1. What change came over the English in 1757? 
What caused it ? 2. Describe the capture of Louisburg ? What 
English soldier won fame there? 3. Tell how Fort Duquesne 
became Fort Pitt. 4. Describe the character of James Wolfe. 
5. What great task did Pitt entrust to him? 6. What diffi- 
culties were in his way? 7. How did he overcome them? 
8. Give an account of the capture of Quebec. 9. What were 
the results of the French and Indian War? 10. What part 
of North America was now ruled by England ? By Spain ? 



CHAPTER XIII. 

THE ENGLISH COLONIES BEFORE THE 
REVOLUTION. 

The Growth of the Colonies. — The thirteen Eng- 
lish colonies, with whose help the mother country 
had conquered New France, all lay between the 
Atlantic Ocean and the Appalachian Mountains. The 
most thickly settled regions were along the coast. 
Except for the Dutch and Swedes in the Middle Colo- 
nies, and a few Huguenots in the South, nearly all 
the early settlers were English people. But just 
before the French and Indian War, settlers from 
other European countries began to find their way 
into the fertile valleys of the interior. These settlers 
generally landed at Philadelphia and Charleston, and 
spread throughout the interior of Pennsylvania, Vir- 
ginia, North Carolina, South Carolina, and Georgia. 

From the mountains of Scotland came the romantic 
Scotch-Highlanders. They were a daring, war-like 
people, whose chief occupation had been hunting and 
righting. In Scotland they had been subdued by the 
English, their country laid in ruins, and their homes 
destroyed; so they began to search for new homes in 
America. The Scotch-Highlanders were noted for 
their strength, activity, courage and loyalty. 

Another class of settlers were the Scotch-Irish who 
were really a Scotch people, but were called Scotch- 
Irish because they came from Ireland. They were 
not satisfied with their homes in Ireland because the 



182 THE STORY OF THE UNITED STATES 

English government passed laws that injured their 
trade and closed the doors of their churches, so they 
came to America in search of liberty. They were 
a bold liberty-loving people, and deeply religious. 
Many of the most famous men in our history were 
descendants of these Scotch-Irish settlers. 

In the same regions with the Scotch-Irish were 
sturdy settlers from Germany who came in search 
of religious and political freedom. Like the Scotch- 
Irish, they were deeply religious. They were an 
industrious, thrifty, highly intelligent, and home-lov- 
ing people. As soon as they had built their little log 
homes, and cleared their fields, they erected churches 
and school-houses. Before many years, there were 
many of these happy, prosperous German settlements 
in the backwoods regions. 

Before the French and Indian War, settlements 
reached all the way from the ocean to the mountains, 
but English settlers had not yet crossed the Alle- 
ghanies. A few years later, as we shall see, Daniel 
Boone, James Robertson, George Rogers Clark, and 
other daring hunters and pioneers of North Carolina 
and Virginia led the way across these mountains and 
began settlements in Tennessee and Kentucky. 

Population. — At the close of the war with France 
the inhabitants of the thirteen colonies numbered 
about 1,600,000. The most populous colony was Vir- 
ginia, while Georgia had the smallest population. 
There were no large cities. Philadelphia and Boston, 
with about 20,000 inhabitants each, were the largest, 
while New York and Charleston came next in size. 
In every colony, however, were smaller seaports, such 



ENGLISH COLONIES 183 

as Savannah in Georgia, Wilmington in North Caro- 
lina, and Norfolk in Virginia, through which im- 
portant commerce was carried on with the other colo- 
nies and with England. After the French were driven 
out of America, the population of the English colo- 
nies grew rapidly, so that by 1775 it was about 
3,000,000. 

Slavery. — Perhaps a half million of these people 
were negro slaves. Slaves were held in all the colo- 
nies. Some of the colonies passed laws to forbid the 
bringing in of any more negroes, but English mer- 
chants found the slave trade so profitable that Eng- 
land would not let these laws be enforced. Negro 
slaves were useful chiefly as farm laborers in a warm 
climate where food and clothes were cheap. In the 
North, therefore, where the winters were long and 
cold, there were but few slaves and those were gen- 
erally house servants. The New England traders, 
however, engaged largely in bringing slaves from 
Africa to be sold to the Southern planters. Most of 
the slaves, therefore, were held in the South where 
the cultivation of tobacco and rice made their labor 
profitable. At that time few people thought it wrong 
to own slaves, and many thought it a good deed to 
bring heathen savages from Africa to America and 
teach them the ways of civilization and the Christian 
religion. 

New England Industries. — In colonial days Amer- 
ica was a land of farmers. Everywhere except in 
New England, farming was the chief pursuit. In 
New England the land was poor and rocky, and the 



184 THE STORY OF THE UNITED STATES 



winters were long and cold. Farming there was not 
so profitable _as in the South and the farms were much 
smaller. Grain was the chief farm product, but cattle- 
raising was also important. 

There were great forests of fine timber, and off 
the New England coast the best fishing grounds in 
America. Many New Englanders, therefore, became 
lumbermen, ship builders, fishermen and sailors. 
From New England ports a thousand vessels went 
every year to the great fishing grounds of the frozen 
regions of the North and the sunny tropics of the 
South. Whale fishing was important. An important 
industry was ship building. New England ships 
became famous the world over. They plied to and 
fro to foreign ports, and up and down the coast from 
colony to colony, carrying cargoes of flour, cattle, 
fish, and lumber. A large part of the commerce of 
the colonies was carried on in New England ships. 
A Colonial Plantation. — In the South, as a rule, 
the farms were larger than in the New England and 
the Middle Colonies. A Southern planter's wealth 

was counted by the 
amount of land and 
the number of 
slaves he owned. 
|v > Often a single plan- 

5_ ^. tation would em- 

brace thousands of 
acres, and many 
wealthy planters 
Colonial Plow Owned as many as 





ENGLISH COLONIES 



185 



two hundred or three 
great plantation had its 
Vernon, Rosefield, and 



hundred slaves. Every 

own name, such as Mt. 

Ashwood. In Maryland, 



Virginia, and North Carolina, tobacco, corn and 
wheat, in South Carolina and Georgia, rice and 
indigo, were the chief crops. North Carolina, 
South Carolina, and Georgia also made from their 




Mt. Vernon 



great 



pine forests, large quantities of tar, pitch 
and turpentine for the use of the New England ship- 
builders. Horses, sheep, cattle, and hogs were raised 
in large numbers. Each animal bore a certain mark 
by which a planter could tell his from his neighbor's. 
A person found guilty of changing one of these marks 
was severely punished. Every large plantation had 
its own blacksmith shop, tannery, carpenter and shoe- 
maker's shops, and its spinning wheels and looms; 



186 THE STORY OF THE UNITED STATES 

and some of the slaves were skilled mechanics. In 
these shops were made the coarse clothes worn by 
the slaves and other servants, and the rude furniture 
in their cabins ; but the clothes and furniture of the 
masters generally came from England. 

The Planter at Home. — In early colonial days, all 
the houses were made of logs, with wooden chimneys, 
wooden hinges, and wooden locks. Many a house 
was built without a single piece of iron in it. As the 
colonies grew in population and wealth, better houses 
were built. Bricks were made by the slaves, while 
iron nails, hinges and locks were brought from 
England. 

In the South, hospitality was one of the first duties 
of the planters. The planters led rather lonely lives, 
and were always glad to welcome guests to their 
houses, for travellers who had stories of other colo- 
nies and countries to tell helped the long evenings to 
pass pleasantly. "The inhabitants of Carolina," wrote 
a traveller in North Carolina, "live an easy and pleas- 
ant life. As the land is very fruitful, so are the 
planters hospitable to all that come to visit them." 
Many housekeepers, he tells us, "give away more 
provisions to coasters and guests who come to see 
them than they expend among their own families." 

There were few schools in the South. Most of the 
planters had teachers in their own families. Many 
of them sent their sons to England to be educated. 
In every planter's home were a few books about law, 
medicine, and religion. They were often dull but the 
planters studied them carefully and knew them 
thoroughly. 



ENGLISH COLONIES 



187 



Roads and Travel. — Travel was difficult and 
dangerous. There were but few roads and they were 
little better than rough trails. Rivers and smaller 
streams had to be crossed by ferry-boats, or forded 
often at great peril. Travel by land was generally 
on horseback. If a woman travelled with a man she 
sat behind him on 
a cushion called a 
pillion. Between 
the larger towns 
were lines of stage 
coaches, but they 
were so slow, un- 
comfortable, and 
rough that few 
used them if they could avoid it. It took three 
days to go from New York to Philadelphia; and when 
it was announced that a stage coach had been made 




Colonial Coach 




Carrying Tobacco to Market 



that would make the trip in two days, people thought 
it so wonderful that they called it the "Flying 



188 THE STORY OF THE UNITED STATES 

Machine." We now make the same trip in two hours. 
Whenever possible travellers made their journeys by 
water. Travelling was so slow and its hardships 
and dangers so great that long journeys were seldom 
taken ; many people lived and died without ever leav- 
ing the neighborhood in which they were born. 

Means of Communication. — The mail was carried 
by post-riders and packet-boats. From New York to 
Philadelphia the mail went three times a week; to 
England it seldom went more than once a month. 
Usually the postman would not set out on his route 
until enough mail had been gathered at the postoffice 
to pay the expense of his trip. Sometimes a letter 
would remain in the office a month before it could 
even be started on its journey. If a letter was very 
important, it would be sent by a special messenger 
who was called an express rider. Sending letters was 
expensive. It often cost twenty and even fifty cents 
to send a single letter, and we may be sure people did 
not write to their friends often. They wrote only 
when they had something important to tell and they 
were very careful how they wrote. That is why 
letters written in those days were generally better 
written and more interesting than the letters which 
we hastily and carelessly write today. 

There were but few newspapers and they were 
small, poorly printed, and contained very little news. 
None of them were dailies. The difficulties and 
dangers of travel, the expense of letter-writing, and 
the lack of newspapers, made it difficult for the people 
of the different colonies to know much about each 



ENGLISH COLONIES 189 

other. The Virginian and the Carolinian looked upon 
the New Englander almost as a foreigner, and much 
prejudice existed between them. 

Laws Against Manufactures and Trade. — Their 
rude furniture, tools, and clothes, the colonists made 
themselves, but the finer and more costly things were 
brought from England. Many of these would have 
been made in the colonies had not England forbidden 
it. No mills or factories could be built in the colonies, 
for England did not want the Americans to make 
anything that English manufacturers were making. 
When some of the colonies began to make beaver 
hats better and cheaper than those made in England, 
English hat-makers complained. Parliament, there- 
fore, forbade the Americans to make beaver hats. 
Iron was found in nearly every colony, but England 
forbade the manufacture of nails, axes, hammers, 
and other iron products. 

England wanted to use the colonies simply as a 
means of enriching herself. Whatever they raised 
that England wanted, they must sell to her; whatever 
she made that they wanted, they must buy from her. 
Though they could buy the same things cheaper from 
France, or Spain, or Holland, they were not permitted 
to do so. Laws were passed in England requiring 
the colonies to sell their naval stores, tobacco, rice. 
and many other products to England. No vessels 
except those of England or English colonies were 
permitted to enter the colonial ports. Taxes were 
placed on articles shipped from colonv to colony. 

Smuggling. — The colonists thought these laws 



190 THE STORY OF THE UNITED STATES 

unjust, and frequently violated them. In all the colo- 
nies forbidden goods were brought in, or taxes 
evaded. This was called smuggling. Sometimes the 
smugglers were caught but they were seldom pun- 
ished, because the people sympathized with them and 
when they were tried before the courts the juries 
would not find them guilty. 

The Colonies and the Mother Country. — The laws 
against manufactures and trade did not keep the 
Americans from looking up to the mother country. 
Most of the colonists, as we have seen, were English- 
men and spoke the English language and followed 
English customs. They were proud of their connec- 
tion with England. They felt that her history was 
a part of their own history. They loved Shakespeare, 
Milton, and the other great English writers. They 
knew that no other people in the world enjoyed so 
much liberty as the English ; and they claimed all the 
rights of Englishmen for themselves. They were just 
as ready to fight for those rights as the people of 
England were and when they felt that England her- 
self was trying to take away their rights, they 
were ready to fight the mother country herself. They 
loved their liberties, as we shall soon see, better than 
they loved England. 

REVIEW. 

i. 

History. — i. What part of the continent was included in the 
English colonies ? 2. From what countries did the settlers 



ENGLISH COLONIES L91 

come? 3. Where did the Dutch settle? the Germans? the 
Scotch? 4. Describe the Scotch-Highlanders? 5. Why did 
they come to America? 6. Who were the Scotch-Irish? Why 
did they come to America? What were they noted for? 7. 
Why did the Germans come to America? Describe them. 8. 
Who led the way across the mountains? 9. Where did the 
first English across the mountains settle? to. What was the 
population of the thirteen English colonies? n. What were 
the largest cities ? What other ports were important and why ? 
12. Describe the conditions of slavery in the North and in the 
South. 13. What were the chief industries of New England? 
14. Describe the fisheries of New England. 15. How did the 
settlements in the South differ from those in the North? 16. 
What were the chief industries and products of the South ? 
17. Describe a colonial plantation. 18. What kind of furniture 
did the planter have? 19. What is said of hospitality in the 
South? 20. Of education? 21. Describe the methods of travel 
in colonial days. What was the "Flying Machine?" 22. How 
was the mail carried? Why was there so little letter writing? 
23. What effects did the difficulties, dangers and expense of 
travel and communication have on the life of the people? 24. 
What laws did England pass as to manufacture and trade in 
the colonies? 25. What was the purpose of these laws? 26. 
How did the colonists get around them ? 27. What was the 
feeling of the colonists for England ? 



CHAPTER XTV. 

HOW THE KING FORCED THE COLONIES 
INTO REBELLION. 



Resistance to Taxation. 

The King Plans to Tax the Colonies. — Although 
the French had been driven out of America, England 
feared that France might some day try to recover 
her American colonics. To guard against this danger, 
the King and his advisers decided to keep a standing 
army in America. Such an army, they said, would 
also be a protection to the colonists against the In- 
dians. But large sums of money would be needed 
for the army and England was already in debt. Part 
of this debt, said the King, was due to the wars which 
England had fought to protect the colonies against 
the French and the Indians, and the Americans ought 
to help pay it. So he planned to raise money by 
taxing the colonies. 

These plans alarmed the Americans. They wanted 
no British army among them. When they were small 
and weak, they said, they protected themselves 
against the Indians, and now that they were strong 
they needed no help. Who could tell that such an 
army would not be used to destroy their own liber- 



ENGLISH COLONIES 



193 



ties? Besides, they had already paid for more than 
their share of the cost of the French and Indian War. 
It was not fair now to call on them to pay any more. 
Moreover, England had no right to levy taxes in 
America. Tn every colony there was an Assembly 




Henry Denouncing the Stamp Act 



chosen by the people which alone had that right. The 
colonists declared, therefore, that they would not pay 
taxes levied by the British Parliament. 

The Stamp Act. — These replies offended the King 
and he took no notice of them except to have Par- 



194 THE STORY OF THE UNITED STATES 

liament pass the Stamp Act. The Stamp Act required 
the colonists to place stamps, sold by the British 
government, on newspapers, deeds, certificates of 
marriage, and many other important papers. With- 
out stamps no such papers were to be legal. The 
King appointed agents in each colony to sell the 
stamps. But the colonists promptly declared they 
would not use them. 




Resistance to Landing of Stamps in North Carolina 



How the Colonies Received the Stamps. — Virginia 
led the way in resistance. In her Assembly was a 
fearless young backwoods lawyer, named Patrick 
Henry. He wrote out some bold resolutions against 
the Stamp Act, which he asked the Assembly to 
adopt. Some timid members were afraid to vote for 
them, but Henry defended them in an eloquent 
speech. 

Henry's resolutions were adopted and the news- 



ENGLISH COLONIES 195 

papers spread them far and wide. The other colonies 
hailed them with approval. The people formed 
societies called the "Sons of Liberty," and adopted 
as their motto, "Liberty, Property and No Stamp 
Tax." The Sons of Liberty compelled the stamp 
agents to resign and to take an oath never to sell 
stamps in the colonies. In Massachusetts the stamps 
were burned or thrown into the sea. In New York 
they were locke'd up in the City Hall. In South 
Carolina they were not allowed to be brought into 
Charleston. In North Carolina the people took up 
arms and declared they would shoot down any man 
who tried to land the stamps from the King's ships 
which brought them. A congress in which all the 
colonies, except four, were represented met at New 
York and declared that the Americans would never 
consent to the Stamp Act. 

Repeal of the Stamp Act. — The colonies were not 
left to fight their battles alone. Many of the leading 
men in England declared that Parliament had no 
right to tax the Americans. "I rejoice," declared 
William Pitt, "that America has resisted." The 
British merchants whose trade with America was 
suffering, joined in the cry against the Stamp Act. 
The King had to give way, and Parliament repealed 
the unpopular law. Throughout the colonies there 
was great rejoicing. 

The Tax on Tea. — The colonies rejoiced too soon, 
for the King did not intend to give up his plans for 
taxing them. The next year Parliament levied a tax 
on oil, paper, glass, lead, tea and other articles 



196 THE STORY OF THE UNITED STATES 

imported into the colonies. Laws were also passed 
which gave the King complete control over the gov- 
ernors, judges, and other colonial officials. The colo- 
nists again resisted. They formed societies pledged 
not to buy any goods from England until these taxes 
and laws were all repealed. Their friends in England 
again came to their help. British merchants told 
Parliament their trade with America was being 
ruined, and asked that the laws be repealed. Parlia- 
ment, therefore, repealed all the taxes except the tax 
on tea; that must be kept on, said the King, "in order 
to try the question with America." 

The "Boston Massacre." — To enforce obedience to 
the acts of Parliament, the King sent soldiers to 
Boston. The anger of the colonists was greatly 
aroused. They did not fear the soldiers, but felt 
that their presence was insulting. One night a quarrel 
arose between some soldiers and a crowd of citizens. 
The soldiers fired into the crowd killing six men and 
wounding others. This affair is known as the ''Boston 
Massacre." An angry crowd, led by the famous 
Samuel Adams, a stern and fearless opponent of the 
King, met in the Old South Meeting-House. They 
denounced the massacre, declared that it was tyranny 
to station soldiers over the people in time of peace, 
and demanded that they be sent out of the town. 
The Governor, frightened at the anger of the people, 
obeyed their demand. 

Rebellion in North Carolina. — In other colonies 
also, sharp disputes arose between the people and the 
royal governors. In North Carolina such disputes 



ENGLISH COLONIES 197 

led to a battle and bloodshed. The people in the 
central part of that colony believed the officers were 
robbing them by taking greater fees and taxes than 
were lawful. They formed bands of "Regulators" 
and appealed to Governor Tryon for relief. But Tryon 
>ited the officers. Then the Regulators refused 
to "ay any taxes at all, resisted the officers, broke up 
i h j c: >uj ts, and drove the judges off the bench. Tryon 
i a : sed an army and marched against them. In May 
1 77] , he met the Regulators at Alamance, near Hills- 
borough, and ordered them to lay down their arms. 
The\- refused and Tryon then ordered the soldiers to 
fire. Manx* of the Regulators were killed and the 
others lied. Six of their leaders were captured and 
hanged 

II. 

Steps Toward Union. 

Committees of Correspondence. — Feeling against 
the King grew more and more bitter and the colonies 
finally determined to unite in self-defence. In each 
colony committees were formed to write to each other 
and to unite in plans for opposing the King and Par- 
liament. The organization of these "Committees of 
Correspondence" was the first step toward the union 
of all the colonies. 

The King Lays a Trap for the Colonies. — The King 
now adopted a cunning plan to trap the Americans 
into paying the tea tax. The colonies w r ould not buy 
tea from England, but smuggled large quantities from 
Holland. The King's plan was to send to America 
tea that would be cheaper even with the tax than 



1&8 THE STORY OF THE UNITED STATES 

the tea which the people were buying from smugglers. 
The Americans, he thought, would surely buy the 
cheaper tea, even with the tax on it, and thus admit 
the right of England to tax them. Accordingly tea 
was sent to Charleston, New York, Philadelphia, 
Annapolis and Boston. 

How the People Received the Tea. — The wrath of 
the people was greater even than it had been at the 



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The Boston Tea Party 

Stamp Act. They held meetings in every colony, 
denounced the tea tax, and signed pledges not to 
drink tea until the tax was taken off. In Charleston 
they locked the tea up in damp cellars where it 
spoiled. New York and Philadelphia would not allow 
the tea ships to come into their harbors. At Anna- 
polis the owner of the vessel which brought the tea 
set fire to his own ship and burned the tea with it. 
The Boston Tea Party. — But Boston struck the 
hardest blow. A band of men disguised as Indians 



ENGLISH COLONIES 199 

rushed down to the wharf where the ships lay, 
leaped on board, seized their hatchets, broke open 
the boxes, and emptied the tea into the water. Thus 
the "Boston Tea Party" answered the King's chal- 
lenge, and all the colonies rejoiced at the bold deed. 

"The Cause of Boston is the Cause of All."— The 
King resolved to make an example of Boston. Her 
port was closed and war ships were stationed in the 
harbor which forbade any vessels to enter or leave. 
Boston was to be starved into obedience. General 
Thomas Gage was appointed governor of Massachu- 
setts and sent to Boston with an army to overawe the 
people. 

All the colonies declared they would stand by Bos- 
ton. "The cause of Boston is the cause of all !" became 
the rallying cry. Droves of cattle, sheep, and wagons 
loaded with flour poured into the city from every 
direction. Far-away North Carolina and South Caro- 
lina sent quantities of food and clothes. When Wash- 
ington learned the King's plan to punish Boston he 
exclaimed: "If need be, I will raise a thousand men 
at my own expense and march myself at their head 
to the relief of Boston." 

The Continental Congress. — The colonists now 
resolved to form a union for defence. A Continental 
Congress met September 5, 1774, in Carpent2r's Hall 
in Philadelphia. All the co 1 onies, except Georgia, 
were represented. Many of the leading men of 
America were among the members. The Congress 
decided to resist the unjust laws passed by Parlia- 
ment. They also adopted resolutions which set forth 



200 THE STORY OF THE UNITED STATES 

the rights of the colonies and sent them to the King 
with a written address asking that their rights be 
respected. The first Continental Congress was the 
most important body that had ever met in America. 
The thirteen separate colonies had now become the 
thirteen "United Colonies." As Patrick Henry 
declared, the colonists were no longer New Eng- 
enders, New Yorkers, or Virginians, but Americans. 

Whigs and Tories. — But it must not be thought 
that all the people agreed with these ideas. Those 
who opposed the King's plans were called "Whigs." 
We generally speak of them now as "patriots," or, 
like Patrick Henry, call them simply "Americans." 
They were determined to defend their rights and 
liberties even if they had to fight for them. But there 
were many other people who thought it wrong to 
oppose the wishes of the King, or to resist the acts 
of Parliament. They declared that no matter what 
the King did, they would be loyal to him. They, 
therefore, called themselves "Loyalists" or "Tories.'' 

Committees of Safety. — As the Tories resisted the 
regulations of the Continental Congress, the Whigs 
formed "Committees of Safety" to enforce obedience 
to them. These committees also collected money and 
bought guns, cannon, ammunition and other military 
supplies. Under their direction, soldiers were enlisted 
armed and drilled. Everywhere the Whigs were 
getting ready to fight for their liberties. 

"Liberty or Death." — In 1775, a convention met 
in Virginia. Patrick Henry suggested that Virginia 
raise and train an army. Other members opposed 



ENGLISH COLONIES 201 

his suggestion saying there was no need for soldiers, 
that the colonies were not at war with anybody. 
Henry then arose to his feet and delivered one of 
the most famous of American orations. He declared 
that British soldiers and sailors were already in 
America. Has Great Britain any enemy in this part 
of the world, he asked, to call for such an army and 
navy? No! he exclaimed. "They are meant for us; 
they can be meant for no other. . . . If we wish 
to be free ... we must fight. . . . Gentlemen 
may cry, Peace, peace — but there is no peace. The 
next gale that sweeps from the north will bring to 
our ears the clash of resounding arms ! Our brethren 
are already in the field! Why stand we here idle? 
What is it that gentlemen wish? What would they 
have? Is life so dear, or peace so sweet, as to be 
purchased at the price of chains and slavery? For- 
bid it, Almighty God ! I know not what course others 
may take ; but as for me give me liberty, or give 
me death." 

Henry's words stirred the hearts of patriots wher- 
ever they were read, and "Liberty or Death" became 
their watch-word throughout the colonies. 



REVIEW. 
I. 

RESISTANCE TO TAXATION. 

History. — i. What reasons did the King give for keeping 
an army in America? 2. How was the cost to be paid? 



202 THE STORY OF THE UNITED STATES 

3. What did the colonies say as to these plans? 4. Why did 
the colonies deny the right of Parliament to tax them? 

5. What was the Stamp Act? 6. How did the colonies receive 
the stamps? 7. Who were the "Sons of Liberty?" 8. What 
was their motto? Explain its meaning. 9. What help in 
England did the Americans receive against the Stamp Act? 
10. What did Parliament do about it? 11. What was the "Tea 
Tax?" 12. Give an account of the Boston Massacre. 13. Who 
were the Regulators? 14. What was the battle of Alamance? 

TJ. 

STEPS TOWARD UNION. 

History. — 1. What were the "Committees of Correspond- 
ence?" 2. How did the King lay a trap for the colonies? 
3. How was the tea received in America? 4. What was the 
Boston Tea Party? 5. How did the King punish Boston? 

6. What, did the other colonies say about the treatment of 
Boston? 7. What was the Continental Congress? When and 
where did it meet? What was its purpose? What did it do? 
Why was it such an important body ? 8. Who were the Whigs ? 
9. Who were the Tories? 10. What were the "Committees of 
Safety?" 11. Give an account of Patrick Henry's speech in 
the Virginia Convention. Repeat his words. 



CHAPTER XV. 
THE BEGINNINGS OF THE REVOLUTION. 

I. 

The Clash of Resounding Arms. 

The Shot Heard Round the World. — 1 'at rick 
Henry was a true prophet. In less than a month after 
his speech, the "clash of resounding" arms" was heard 
near Boston. General Gage planned to send 800 
soldiers from Boston to Lexington to arrest Samuel 
Adams and John Hancock, two patriot leaders, and 
then to destroy some military supplies which the 
Whigs had collected at Concord. 

The patriots sent Paul Revere on a swift horse to 
warn the people. Revere dashed along the road at 
break-neck speed, shouting at every farm-house, "The 
Regulars are coming! The Regulars are coming!" 
He rode into Lexington at midnight. Somebody 
called out to him to make less noise. "You'll soon 
have noise enough," he shouted; "the Regulars are 
coming!" Adams and Hancock heard him, sprang 
out of bed, and hurried away to a place of safety. 

The British soldiers reached Lexington on the 
morning of April 19, 1775. They found the "minute 
men" drawn up to oppose them. "Disperse, ye 
rebels," shouted the British commander; "lay down 



204 THE STORY OF THE UNITED STATES 

your arms, and disperse!" They defied him. Both 
sides fired, several men were killed, and the "minute 
men" withdrew. The British then marched on to 
Concord. At Concord Bridge a fight occurred with 
the 'minute men," in which the British were repulsed. 
Of this fight a great American poet afterwards wrote : 

By the rude bridge that arched the flood. 

Their flag to April's breeze unfurled, 
Here once the embattled farmers stood 

And fired the shot heard round the world. 

Retreat from Lexington. — The British then started 
back to Boston. But during the day "minute men" 
had gathered from every direction. From behind 
every rock and tree and fence they poured a deadly 
fire into the British ranks. It was like Braddock's 



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The British Retreat from Lexington 



THE REVOLUTION 205 

defeat all over again. The British stood in solid 
ranks and fought bravely, but they could not see their 
foes and fired wildly. Soon their retreat became a 
panic. They threw away their guns. They left their 
wounded comrades where they fell. They thought 
only of escaping' the deadly fire of the Yankee 
farmers, and fled in wild disorder. Before they 
reached Boston, they had lost nearly three hundred 
men. The American loss was less than a hundred. 

The Gathering of the Storm. — The news of the 
battle of Lexington spread like wildfire. The patriots 
sprang to arms and hurried to Boston. Rhode Island 
sent Nathanael Greene, the blacksmith, who was to 
prove himself next to Washington the greatest 
soldier of the war. From Connecticut came the 
sturdy farmer, Israel Putnam, a soldier of the French 
and Indian War. When he heard the news of Lex- 
ington he was plowing in his field; he immediately 
mounted his horse and rode the hundred miles to 
Boston without stopping. Connecticut also sent a 
company of Yale College students under Benedict 
Arnold, a dashing soldier who later became a traitor 
to his country. From New Hampshire came John 
Stark, who, like Putnam, had fought against the 
French and Indians. In a few days the British found 
themselves shut up in Boston by an army of 16,000 
patriots. 

The Green Mountain Boys. — In what is now Ver- 
mont, were the famous "Green Mountain Boys." 
Their leader was Ethan Allen. Instead of marching 
to Boston, Allen planned to capture the British forts 



206 THE STORY OF THE UNITED STATES 

at Ticonderoga and Crown Point. These forts gave 
the British control of the Hudson river and contained 
military stores which the patriots needed. Ethan 
Allen and his "Green Mountain Boys" reached Ticon- 
deroga at daybreak, surprised the sentinels, and took 
the fort before its defenders had waked up. The 
British commander was aroused from sleep by Ethan 
Allen's demanding his surrender. "In whose name 
and by whose authority?" he asked in great surprise. 
"In the name of the Great Jehovah and the Conti- 
nental Congress!" shouted Allen; and the frightened 
officer promptly surrendered. At the same time Seth 
Warner, another "Green Mountain Boy," captured 
Crown Point. The Americans captured more than 
two hundred cannon and a large quantity of supplies. 
Most of them were sent to the army at Boston. 



II. 

The Continental Army. 

The Second Continental Congress. — Ticonderoga 
was captured on May 10, 1775. On the same day the 
Second Continental Congress met at Philadelphia. 
John Hancock, whom the King had ordered to be 
sent to England for punishment, was elected Presi- 
dent. "We will show His Majesty what we think of 
his orders," said another member as he escorted Han- 
cock to the President's chair. Congress next took the 
most important step yet taken. An army had 



THE REVOLUTION 207 

gathered at Boston without authority from any gov- 
ernment. But it was necessary that it should act 
under some authority. So the Continental Congress 
adopted it as the "Continental Army," acting under 
the authority of the "United Colonies." 

Washington. — Whom should Congress choose as 
commander-in-chief? On their choice depended the 
success of their cause. The thoughts of all turned 
toward one man. He was a colonel in the Virginian 
army, and also a member of Congress. He sat in 
Congress wearing his colonel's uniform to show that 
he was ready to fight for American liberties. He was 
a quiet, modest man, but all remembered how in the 
French and Indian War, he had saved Braddock's 
army, and had captured Fort Duquesne. So when 
John Adams proposed the name of George Washing- 
ton, every member voted for Jiim. 

Washington had a noble countenance and a grave, 
courteous manner. He was a large man, over six 
feet tall, a bold hunter, and a skillful horseman. He 
loved out-door life, was used to hardships, and feared 
nothing. All respected him for his modesty, his love 
of truth, and his sense of justice. Patrick Henry said 
that Washington was certainly the greatest man in 
the Continental Congress. All the world now 
acknowledges him as one of the greatest men that 
ever lived. Washington told Congress he did not 
think himself fitted to command the army, but that 
he would undertake the task since Congress wanted 
him to do so, declaring that he would not accept any 
pay for his services. 



208 THE STORY OF THE UNITED STATES 

The Battle of Bunker Hill. — Washington set out 
at once for Boston. On his way he heard tidings of 
an important battle near Boston. The Americans 
were determined to drive the British out of Boston 
and Colonel William Prescott was ordered to occupy 
Bunker Hill which overlooked the British camp. 
Instead of Bunker Hill, Prescott seized Breed's Hill 
which was nearer the camp of the enemy. All night 
his men worked throwing up breast-works. Next 
morning General Gage was astonished at what he 
saw, and realized that he would have to drive the 
Americans away, or leave Boston. 

Gage sent 3,000 troops against the Americans. 
"Don't fire, boys," said Colonel Prescott, "until you 
;ee the whites of their eyes." On the British came, 
wondering why the Americans did not fire. Sud- 
denly a deadly volley was poured into their ranks, 
which drove them down the hill in wild disorder; and 
a great shout went up from the Americans. Again 
the British charged, again they were driven back. 
On they came a third time. The Americans had now 
used up their powder and had to retreat. More than 
one thousand British soldiers lay on the battlefield. 
The Americans lost about half that number. Though 
they had been driven from the field, everybody felt 
the victory was really theirs. The Whigs rejoiced 
that the untrained farmers had twice driven back 
veteran soldiers. When Washington heard how they 
had fought, he declared that the liberties of the 
country were safe. 



THE REVOLUTION 



I'll!) 



Troops from the South. — When Washington took 
command of the Con- 
tinental Army, it con- 
sisted of New En g- 
land men. Soon troops 
a r r i v e d from the 
South. Among them 
was a company of Vir- 
ginia hunters and In- 
dian fighters under the 
renowned Daniel Mor- 
gan. Their commander 



was a 



gigantic 



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with the strength of a 
giant and the courage 
of a lion. He had 
fought in the French 
and Indian War, had 
been wounded, cap- 
tured, and tortured, but 
his great strength had 
enabled him to escape 
death. He soon became Daniel Morga] 

one of Washington's most trusted officers. 

How Washington Made an Army. — Washington's 
men were eager to fight, but he knew that they must ■ 
be trained before they could win battles. He had to 
drill his army ; to teach his men the duties of soldiers ; 
to supply them with uniforms, guns, cannon, and 
powder. For eight months he worked hard at this 
task. The people became impatient. "Why doesn't 



210 THE STORY OF THE UNITED STATES 

Washington do something?" they asked. "He ought 
to lead his men against the enemy and drive the 
British out of Boston." Washington was as eager to 
fight as anybody, but he was too wise to fight the 
British with untrained men. 

Washington Drives the British Out of Boston. — 
In the spring of 1776, Washington was ready. One 
dark night he secretly placed cannon on Dorchester 
Heights where they could sweep the British camp 
and threaten their war vessels in the harbor. General 
William Howe, who now commanded the British, 
had not forgotten Bunker Hill, and he hesitated to 
storm another hill held by the Americans. While he 
hesitated, Washington worked, and soon his position 
was so strong that Howe did not dare attack it. So he 
placed his army on board the British fleet and sailed 
away to Nova Scotia. Thus without a battle, Wash- 
ington won an important victory, freed New England 
from the enemy, captured two hundred cannon and 
more military supplies than his own army had 
ever had. 

III. 

Independence. 

A Victory in the South. — Another important 
victory had been won in the South. The Scotch 
Highlanders of North Carolina were eager to help 
the King. So with their help, the King planned to 
conquer the Southern colonies. Ten thousand Brit- 
ish troops, under Sir Henry Clinton, protected by a 






THE REVOLUTION 211 

fleet of ten war vessels, were ordered to sail up the 
Cape Fear river and unite with the Highlanders at 
Wilmington. The Highlanders, nearly 2,000 strong, 
with drums beating and bagpipes playing, set out on 
their march toward Wilmington. Colonel Richard 
Caswell, with 1,000 patriots, met the Highlanders at 
Moore's Creek Bridge, February 27, 1776 and de- 
feated them. Caswell captured nearly a thousand 
prisoners and many supplies. Ten thousand patriots 
seized their arms and hurried to Wilmington ; and 
when the British arrived they dared not to land, but 
sailed away to attack Charleston. 

Defence of Charleston.— Charleston harbor was 
defended by Fort Moultrie under the command of 
Colonel William Moultrie. The British fire was rapid 
and furious. Once Moultrie's flag was shot away, but 
the brave Sergeant Jasper sprang upon the wall and 
while British bullets whistled around his head, fixed 
the flag to its staff again. Both friends and foes 
loudly cheered his gallant deed. The battle lasted 
ten hours. Several British ships were so badly 
damaged, and so many of their men killed, that Gen- 
eral Clinton gave up the fight and sailed away to 
Xew York. Caswell at Moore's Creek and Moultrie 
at Charleston had saved the South, and two years 
passed before the British returned to the attack. 

The Declaration of Independence. — The colonies 
were beginning to realize that it would be wise to 
declare their independence of Great Britain. North 
Carolina, encouraged by her victory at Moore's Creek 
Bridge, led the way. On April 12, 1776, the North 



212 THE STORY OF THE UNITED STATES 

Carolina Congress adopted a resolution in favor of 
a Declaration of Independence by the Continental 
Congress. A messenger was sent with a copy of this 




The State House, or Independence Hall, Philadelphia 
As it looked when the Declaration of independence was signed there. 

resolution to the Continental Congress at Philadel- 
phia where it aroused great interest. "I hope to see 
my native colony follow this laudable example," 
wrote one of the Massachusetts members. Other 
members also urged their colonies to follow North 
Carolina's example. Virginia was the first to do so. 
In May, 1776, she instructed her delegates in the 
Continental Congress to propose a Declaration of 
Independence. 

Accordingly Richard Henry Lee moved in the Con- 
tinental Congress, "That these United Colonies are, 



THE REVOLUTION 



213 



and of right ought to be free and independent states." 
Congress then appointed a committee to write a 
Declaration of Independence. Thomas Jefferson 
wrote the Declaration which the committee laid be- 
fore Congress. In it he set forth the aets of the King 
which had caused the Americans to take this step, 
and declared that they would defend their cause with 
their lives, their fortunes and their sacred honor. 
This great Declaration was unanimously adopted by 
Congress, July 4th, 1776. The "United Colonies" had 
now become the "United States." 

Signing the Declaration of Independence. — The 
whole world now honors the men who signed the 




Signing Declaration of Independence 

Declaration of Independence. It took great courage 
for them to do so, for they knew if the King won 



214 THE STORY OF THE UNITED STATES 

he would punish them severely. They realized the 
importance of unity. "We must all hang together," 
said a member. "Yes," replied Benjamin Franklin, 
with a twinkle in his eyes, "else we shall hang 
separately." One of the delegates was Charles Car- 
roll of Maryland whose plantation was named "Car- 
rollton." When he came forward to sign, somebody 
laughingly said to him, "You are safe. There are so 
many Charles Carrolls in Maryland, the King will 
not know which one to send for." "I'll show him," 
replied Carroll, and signed his name "Charles Carroll 
of Carrollton." John Hancock, president of the Con- 
tinental Congress, wrote his name in large bold let- 
ters, "So the King," he said, "can read it without his 
spectacles." 

The Liberty Bell. — The adoption of the Declara- 
tion of Independence was announced by the ringing 
of the old bell in the tower of the Pennsylvania State 
House where Congress sat. This old "Liberty Bell," 
though now cracked and worn, is still preserved as 
one of America's most precious historic relics. It 
has been sent on several long journeys throughout 
the United States, and tens of thousands of people 
have seen it. Its last journey was in 1915 when it 
was sent across the continent to the Panama Expo- 
sition at San Francisco. 



THE REVOLUTION 215 

REVIEW. 
I. 

THE CLASH OF RESOUNDING ARMS. 

Geography. — i. On the map of Massachusetts find Boston, 
Lexington, and Concord. 2. Where is Ticonderoga? 

History. — 1. What was General Gage's purpose in sending 
an expedition to Lexington ? 2. How were the patriots warned ? 

3. Give an account of the fights at Lexington and Concord. 

4. What does the poet mean when he says the farmers fired 
a "short heard round the world?" 5. Describe the retreat of 
the liritish from Lexington. 6. What effect did this battle have 
on the colonists? 7. Who were the following: Nathanael 
Greene? Israel Putnam? Benedict Arnold? John Stark? 
8. Who were the "Green Mountain Boys?" 9. Give an account 
of the capture of Fort Ticonderoga and Crown Point? 10. Why 
were these important points? 11. What other battle have we 
read about at Ticonderoga ? 

II. 

THE CONTINENTAL ARMY. 

History. — 1. When and where did the Second Continental 
Congress meet? 2. Who was chosen president? W r hy was 
he selected? 3. What important step did Congress take about 
the army at Boston ? 4. Whom did Congress select as com- 
mander-in-chief ? 5. What kind of man was Washington? 
6. Give an account of Washington's work in the French and 
Indian War. 7. Describe the battle of Bunker Hill. 8. What 
did Washington say when he heard of it? What did he mean? 
<). What troops from the South joined Washington? 10. Who 
was their commander? 11. Describe how Washington trained 
his men. 12. How did Washington drive the British out of 
Boston? 13. What were the results of his victory? 



21G THE STORY OF THE UNITED STATES 

III. 
INDEPENDENCE. 

Geography. — i. Where is the Cape Fear river? 2. Moore's 
Creek Bridge was about midway between Fayetteville and 
Wilmington. Find these two towns. 

History. — 1. How did the King plan to conquer the South- 
ern colonies? 2. Describe the battle of Moore's Creek Bridge. 

3. Why did Sir Henry Clinton not land in North Carolina? 

4. Describe his attack on Charleston. 5. What colony led the 
way toward independence ? How ? How did the other colo- 
nies receive its action? 6. What did Virginia do? 7. Who 
proposed independence in the Continental Congress? 'What 
were the exact words of his motion? 8. What action did 
Congress then take? Who wrote the Declaration of Inde- 
pendence? When was it adopted? 9. Describe the signing 
of the Declaration of Independence. 10. What is the Liberty 
Bell? 



CHAPTER XVI. 
HOW THE COLONIES WON INDEPENDENCE. 

I. 

Washington's Campaigns in the Middle Colonies. 

The British Capture New York — Washington 

thought the British would next attack New York. 
So he moved his army to that city and prepared to 
defend it. He was right. The plans of the British 
were to capture New York, gain control of the Hud- 
son river, and cut New England off from the other 
colonies. A powerful fleet under Lord Howe, was 
sent from England to New York, while his brother 
Sir William Howe brought his army from Nova 
Scotia. The British forces numbered 25,000 veterans. 
Washington had only 18,000 poorly trained patriots. 
Half of Washington's army was posted on Brook- 
lyn Heights on Long Island. The British could not 
capture New York until they had driven the Ameri- 
cans from these Heights. Sir William Howe still 
remembered Bunker Hill and hesitated to storm 
Brooklyn Heights. He determnied, therefore, to lay 
siege to Washington's army, cut off his supplies and 
then force him to surrender. But Washington knew 
his danger, and on a dark, foggy night, while Howe 
was asleep, he quietly moved his army across the 



218 THE STORY OF THE UNITED STATES 

river, without losing a man. The next morning Howe 
found that Washington's army had escaped him 
though New York City fell into his hands. 

The Retreat Across New Jersey. — Howe pursued 
Washington closely hoping to capture or destroy his 
army. Several battles were fought, in which the 
Americans were defeated, and Washington had to 
retreat across New Jersey, pursued by the British 
under Lord Cornwallis. Washington's only chance 
of safety was to put the Delaware river between him- 
self and his pursuers. After doing that, he seized all 
the boats within reach so that the British could not 
follow. Cornw T allis then posted troops at Trenton, 
to keep watch on Washington, and returned to 
New York. Washington's men were worn out, hun- 
gry, and discouraged. Hundreds had lost heart and 
gone home. His army was reduced to about 3,000 
ragged veterans. The British thought the war was 
over and Cornwallis prepared to sail for England to 
carry the good news to the King. 

Washington Crosses the Delaware. — It was indeed 
a gloomy time and many patriots even were ready 
to give up in despair. But Washington did not lose 
hope. He now planned a bold stroke. It was to 
cross the Delaware with 2,500 men and capture the 
British troops at Trenton. It was Christmas night, 
1776. The night was dark and stormy. The weather 
was bitterlv cold. The river was filled with floating- 
blocks of ice, and the passage full of danger. But 
Washington was deeply in earnest. He led his men 
across the roaring stream, pushed on for nine miles 



THE REVOLUTION 



219 



through a blinding snowstorm, and captured the 
entire British force at Trenton. When Cornwallis 
heard of this brilliant victory, he gave up his trip 
to England and hurried back to the Delaware. 




Washington Crossing Delaware River. 

The "Old Fox" Escapes Again. — Cornwallis left 
2,000 men to guard his supplies at Princeton, and 
with 8,000 men set out to capture Washington. 
Washington was in great danger. The British army, 
three times as large as his own, was in front of him 
while behind him was the Delaware river. Corn- 
wallis thought Washington could not possibly escape. 
"At last," he said, "we have run the old fox down, 
and we shall bag him in the morning." But when 
morning came, the "old fox" was gone. Where in the 
world could he be? Suddenly came the astonishing 
answer. It was the booming of cannon at Princeton. 
While the British general was sleeping, Washington 



220 THE STORY OF THE UNITED STATES 



left his camp fires burning, slipped around the British 
army, marched to Princeton, and defeated the British 
force which Cornwall is had stationed there. 

Washington then took up a position at Morristown 
where Cornwallis dared not attack him. Cornwallis, 
not Washington, was now in danger, and hastily beat 
a retreat to New York. The fighting- for that winter 
was over. Cornwallis admired the skill Washington 
had shown. He afterwards said to Washington, 
"Your achievements in New Jersey were such that 
nothing could surpass them." 

Robert Morris, the Banker of the Revolution. — 
Washington spent the winter at Morristown training 
his army. His greatest difficulty was lack of money 
with which to pay his soldiers 
and to buy supplies for them. 
Congress had issued paper 
money called "Continental Cur- 
rency." But paper money is 
worthless unless the country 
that issues it has gold to give in 
exchange for the paper money 
to those who demand it. As 
Congress had no gold, the people 
would not use its "Continental" 
money. When the soldiers 
wanted to show how little they valued anything, they 
would say, "It isn't worth a continental." 

Of course the soldiers could not be expected to 
stay in the army unless they had good money to send 
home to their suffering families. Washington sym- 




Robert Morris 



THE REVOLUTION 221 

pathized with their distress and pledged his own for- 
tune to raise money for them. But even Washington 
might not have kept his army together, had it not 
been for the rich banker, Robert Morris, of Philadel- 
phia. He raised large sums for the soldiers which 
enabled them to stay in the army throughout that 
winter. Robert Morris was the banker of the Revo- 
lution. 

British Plans for 1777. — England now made new 
plans to gain control of the Hudson river and cut 
New England off from the other colonies. General 
Howe was to lead his army from New York up the 
I [udson. General Burgoyne, with a second army was 
to come down from Canada. Colonel St. Leger, with 
a third army, was to come from Lake Ontario, capture 
Fort Stanwix, in the western part of New York, and 
move down the Mohawk valley. The three armies 
were to unite at Albany. 

Howe Takes Philadelphia. — Howe determined first 
to capture Philadelphia. He could take it, he thought, 
and still go to the aid of Burgoyne. But Washingroii 
understood Howe's plans. His army was too small 
to hope for a victory, but he could delay Howe until 
too late for him to help Burgoyne. Washington's 
first attack was made at Brandywine Creek. He was 
defeated. The Continental Congress fled from Phila- 
delphia. Howe captured the city. On October 4th, 
at Germantown, Washington again hurled his little 
army against the British, and was again defeated. 
But he had gained his purpose, for it was too late 
for I [owe to help Burgoyne who was in great danger. 



222 THE STORY OF THE UNITED STATES 

The Winter at Valley Forge. — After the battles of 
Brandywine and Germantown, Washington went into 
winter quarters at Valley Forge where he kept a 
sharp watch on the British in Philadelphia. It was 
a severe winter and his men suffered many hardships. 
Thev had no tents or blankets. They often had to 




Valley Forge 

sit by the camp fires all night to keep from freezing. 
Nearly 3,000 men, said Washington, were "unfit for 
duty, because they are barefoot, and otherwise 
naked." When they marched through the snow, their 
route could be traced by the bloody tracks made by 
their frost-bitten feet. Even in the hospitals many 
a brave fellow died because there was no straw to 
lay between him and the cold, wet ground. Wash- 



THE REVOLUTION 2-2.°. 

ington worked day and night to lessen the suffering 
of his men and to keep them to their duty. Perhaps 
the greatest victory he won during the war was in 
holding his army together during that long, hard 
winter, and in bringing it away in the spring better 
trained than ever. 

The British Abandon Philadelphia. — When spring 
came Washington prepared to attack the British in 
Philadelphia. Sir Henry Clinton, who now com- 
manded the British army, realized his danger and 
decided to return to New York where he could have 
the aid of a British fleet. So on June 18, 1778, he 
marched out of Philadelphia and retreated across 
New Jersey pursued by Washington. At Monmouth, 
Washington won a victory which crippled Clinton's 
army. Clinton finally reached New York in safety, 
but his army was so much discouraged that 2,000 of 
his men deserted in one week. For the rest of the 
war, Washington kept Clinton's army shut up in 
New York. 

The Treason of Arnold. — While Washington was 
watching Clinton in New York, Benedict Arnold com- 
mitted a crime that came near ruining the American 
cause. Arnold had won great fame as a daring soldier, 
but Congress had refused to promote him as he de- 
served. This treatment so offended him that he 
resolved to betray his country. 

As we have seen the British had long been eager 
to gain control of the Hudson river. The most im- 
portant post on the Hudson was West Point which 
was held by an American force under Arnold. He 



224 THE STORY OF THE UNITED STATES 

secretly proposed to General Clinton to surrender 
West Point for a large sum of money and the rank 
of general in the British army. Clinton agreed to 
the proposal and sent Major Andre to make the 
arrangements. Andre was captured and the papers 
found in his possession revealed the plot to Wash- 
ington in time for him to save West Point. Andre 
was hanged as a spy, but the traitor Arnold made 
his escape to the British army. Americans heard of 
his treason with horror; even the British officers 
despised him. The name of Benedict Arnold is never 
spoken even to this day except with contempt. 

II. 

Help from France. 

The Stars and Stripes. — While Washington 
was holding Howe in Pennsylvania, St. Leger and 
Burgoyne were trying to carry out their parts of the 
British- plans. St. Leger crossed Lake Ontario from 
Canada and advanced against Fort Stanwix in the 
western part of New York. Some sharp fighting 
occurred in which the Americans were victorious. In 
one of their attacks they captured five British flags 
and hoisted them over the fort up-side-down. Above 
them they raised a flag then new and strange, but 
now one of the most famous of all national banners. 
To make it, one soldier had given a white shirt, 
another an old blue coat, and another his wife's red 
flannel petticoat. Out of this material they made the 
first United States flag ever unfurled to the 



THE REVOLUTION 225 

breeze. It was hoisted over Fort Stanwix August 
6, 1777. A few days later St. Leger heard that a 
large American force was approaching, and he hastily- 
retreated into Canada. Burgoyne, deserted by both 
Howe and St. Leger, was left to his fate. 

Burgoyne in Trouble. — Burgoyne had advanced 
from Canada into New York, with 8,000 soldiers and 
a large number of Indian allies. He easily captured 
Ticonderoga. His difficulties then began. The cruelty 
of his Indians aroused the Americans who swarmed 
around him in large numbers. General Philip Schuy- 
ler was in command. The patriots seemed never to 
sleep. They tore up bridges, piled trees across the 
roads, and so delayed the British that often they 
marched no more than a mile a day. Burgoyne's 
supplies ran short, and hearing that the Americans 
had collected stores at Bennington, he sent 1,000 men 
to capture them. The Americans under Colonel 
Stark killed or captured the entire number. 

The Surrender of Burgoyne. — The American army 
now numbered 20,000 men. Just as they were about 
to attack the British, Congress removed the brave 
General Schuyler from command and put the vain 
and foolish General rloratio Gates in his place. The 
Americans defeated the British in two sharp battles, 
and surrounded them at Saratoga. Burgoyne's sup- 
plies had given out ; Howe and St. Leger had failed 
him; his hopes of success were all gone, and he had 
no choice but to surrender. On October 17, 1777, his 
entire army of 6,000 men laid down their arms. It 
was the greatest victory yet won by the Americans. 



226 THE STORY OF THE UNITED STATES 




Franklin to France. — The surrender of Burgoyne 
resulted in bringing aid to the Americans from 
France. The Americans knew that France was the 

enemy of England and as soon 
as the war began, the Conti- 
nental Congress sent Benja- 
min Franklin to France to se- 
cure help from the French 
King. Franklin was better 
known in Europe than any 
other American. Scholars ad- 
mired his writings and quoted 
his wise sayings. He was fa- 
mous, too, as an inventor of 
the Franklin stove and the dis- 
coverer of the fact that light- 
ning is electricity. So Frank- 
lin received a hearty welcome in France. His simple 
manners, his quaint dress, and his wit and humor 
made him popular with the French people. For a 
long time Franklin could not per- 
suade the King to come out openly 
for the Americans; but the King- 
secretly gave him military supplies 
and money for Washington's army. 
Lafayette. — Franklin induced a 
number of young French officers to 
join the American army. One of 
them was the Marquis de Lafay- 
ette. At his own expense Lafay- 
ette loaded a ship with supplies and LaFayette 



Benj. Franklin 




THE REVOLUTION 



227 



sailed for the United States. Congress appointed him 
a general. He was brave, generous and unselfish, and 
soon became a great favorite in the army. 

France Comes to the Aid of the Americans. — 
Lafayette was eager for France to become the ally 
of the United States. The French King hoped the 

colonies would become in- 
dependent of England, but 
was unwilling to come out 
openly for them until it 
seemed certain that they 
vvould win. When he heard 
of Washington's victories 
at Trenton and Princeton, 
of how he had prevented 
[{owe from going to the 
aid of Burgoyne, and of 
Cannon Purchased from France Burp-oyne's surrender, he 



\lMM llUT 


fur *aE9 


\< 


; 

- 













During the Revolution 
(Now in Capital Square, at Ral- 



decided that the time had 
come for him to take the 
part of the colonies. So on 
February 6, 1778, he signed a treaty with the Amer- 
icans agreeing to send a French army and navy to 
their aid and to continue their ally until they won 
their independence. 

War on the Ocean. — One of the most important 
ways in which France helped the Americans was in 
the fighting at sea. The Americans had built a small 
navy but it could not hope to meet the great navy 
of England. Sometimes, however, a single American 
man-of-war would defeat a single English man-of- 



228 THE STORY OF THE UNITED STATES 

war. The most famous of these victories was won by 
John Paul Jones, in command of the American ship 
Bon Homme Richard, which he had fitted out in 
France. In sight of the English coast Jones met the 




Paul Jones Directing the Fight with the 
"Serapis" 

British man-of-war, Serapis. A fierce battle followed. 
The flag of the Bon Homme Richard was shot away. 
"Have you struck your colors?" asked the British 
captain. "No," replied Jones, "I have not yet begun 



THE REVOLUTION 229 

to fight!" Jones ran his ship up to the side of the 
Serapis and tied them together. After the battle had 
raged for two hours, the Serapis surrendered. The 
Bon Homme Richard was so badly damaged that she 
sank the next day, and Jones had to sail away in 
the ship he had captured. 

England had long claimed to be "mistress of the 
sea," and the other nations of Europe were jealous 
of her naval power. They hailed Jones' victory with 
scarcely less joy than the Americans. Throughout 
Europe Jones was received as a great hero. The 
King of Denmark gave him a pension for life, the 
Empress of Russia conferred a high honor on him, 
and the King of France made him a knight. His 
victory made the American flag known and respected 
throughout Europe. 

III. 

Winning of the West. 

Daniel Boone. — Nothing England did aroused 
more anger in America than her making allies of the 
Indians. The most important Indian fighting was 
in the western parts of North Carolina and Virginia. 
Those regions had been settled, after the French and 
Indian War, by daring pioneers and hunters. Among 
the pioneer leaders was the famous hunter, Daniel 
Boone, who grew up on the frontier of North Caro- 
lina where he learned to love the silent woods, the 
birds, and the wild beasts. He became a hunter and 
an explorer, and was a match for any Indian in his 



230 THE STORY OF THE UNITED STATES 



knowledge of the pathless woods. He wore a fur cap ; 
his hunting-shirt and breeches were made of the skins 
of wild animals; and his feet were shod with Indian 
moccasins. In a leather belt he carried his tomahawk, 
his hunting-knife, his powder-horn and bullet-pouch; 
while over his shoulder he flung his trusty rifle which 
never missed its aim. 



j^N . 




<j$raB}3 


wflB 


4il 


^tj5r^Mi&3 


- 


•emHJHff^j ^^SffL 











Daniel Boone Crossing Alleghanies 

The Western Settlements. — After the French and 
Indian War, Boone crossed the mountains and ex- 
plored the country beyond. In 1775 he founded 
Boonesboro which was the beginning of Kentucky. 
About the same time James Robertson, with a band 
of followers from North Carolina, made a settlement 



THE REVOLUTION 231 

on the Watauga river, which was the beginning of 
Tennessee. During the Revolution, England hoped 
to drive these white settlers out of those regions, and 
stirred up the Indians against them. But the settlers, 
led by Boone and Robertson, subdued the Indians and 
drove them still farther back. These victories made 
those regions safer than before for white people and 
many settlers moved into them. On the Cumberland 
river Robertson founded Nashville, named in honor 
of General Francis Nash, who fell at Germantown. 
On the Ohio river, Louisville, named in honor of King 
Louis of France, was founded. After the Revolution 
North Carolina and Virginia gave these regions to 
the United States, and they became the states of 
Tennessee and Kentucky. 

Conquest of the Northwest Territory. — The region 
north of the Ohio river England had conquered from 
France, and still held. In 1778, George Rogers Clark, 
a fearless young Virginia surveyor, determined to 
conquer it for Virginia. With picked riflemen, he 
rowed down the Ohio, and by swift, secret marches 
captured several important British forts. Most of 
the settlers were French, and when they heard that 
France was now the ally of the Americans, they will- 
ingly submitted to Clark. Clark's victory gave Vir- 
ginia the vast region between the Ohio river and the 
Great Lakes as far west as the Mississippi river. 
After the Revolution, Virginia gave up her claims 
to the United States, and the states of Ohio, Indiana, 
Illinois, Michigan, and Wisconsin were formed from 
this Northwest Territory. 



232 THE STORY OF THE UNITED STATES 




American Routes 
English " 



Marches and Countermarches of the Forces in the South, 1780-81 



THE REVOLUTION 233 

IV. 
The War in the South. 

The British Overrun Georgia. — After failing in 
the North, the British decided to attack the South 
again. An army was sent to take Savannah, which 
was defended by an American army under General 
Robert Howe. He was greatly outnumbered by the 
British who defeated him and captured Savannah. 
Other important points in Georgia fell into their 
hands. Congress then sent General Benjamin Lin- 
coln, who had won fame at Saratoga, to take Howe's 
place. With the aid of a French fleet, Lincoln tried 
to drive the British out of Savannah, but failed. He 
then retreated into South Carolina leaving the British 
in possession of Georgia. 

The Surrender of Charleston. — The British next 
attacked Charleston. Sir Henry Clinton came from 
New York and took command of the British army. 
Washington sent all his Virginia and North Carolina 
troops to the aid of General Lincoln. Lincoln shut 
his army up in Charleston and prepared to defend 
the city. After holding out about a month he was 
compelled to surrender. No army was now left to 
defend South Carolina and the British forces quickly 
overran the State. Clinton left Lord Cornwallis in 
command and returned to New York. 

Partisan Leaders of the Carolinas. — The Ameri- 
cans in the South were not yet conquered. Small 
bands of daring men known as partisans kept up the 
fight. They hung upon the flanks of Cornwallis' 



234 THE STORY OF THE UNITED STATES 



army, shot down his soldiers, cut off his messengers, 
captured his scouts, and broke up his foraging parties. 
Sometimes they would attack and destroy larger 
parties. When a force too strong for them appeared 
they would scamper away to the woods and swamps. 
They gave the British no rest day or night. 

The most famous of these 
partisans was Francis Ma- 
rion. He was a small man, 
but strong and active, and 
could endure the severest 
hardships. He was like a 
knight in courtesy, truth- 
fulness, and courage. No 
cruelty was permitted in his 
command. "Never shall a 
house be burned by one of 
my people," he said ; "to dis- 
tress poor women and chil- 
dren is what I detest." But 
in fighting the enemy in 
partisan warfare none could 
surpass him, and he became 
the terror of the British soldiers. He was called the 
"Swamp Fox of Carolina." 

Second only to Marion was Thomas Sumter, a tall, 
powerful man. Cornwallis called him "the greatest 
plague in the country." He declared that but for 
Marion and Sumter, South Carolina would have been 
conquered. 




Francis Marion 



THE REVOLUTION 



235 




Wm. R. Davie 



William R. Davie was a bold and 
daring - leader in North Carolina, 
who frequently led his band of 
horsemen to the help of the South 
Carolina patriots. Davie taught 
his men to ride fast, to strike hard, 
and to shoot straight. In one of 
his battles was a boy only thirteen 
years old, who afterwards became 
a famous American soldier and 
President of the United States. 
His name was Andrew Jackson. In his old age Jack- 
son declared that Davie was the best soldier he ever 
knew, and said that it was from Davie that he learned 
his first lessons in war. 

Battle of Camden. — After the surrender of Lincoln 
at Charleston, Congress sent General Horatio Gates 
to take command in the South. Gates would not 
listen to advice, and looked with contempt upon such 
men as Marion, Sumter, and Davie. He advanced 
rashly against the British at Camden, and was beaten. 
His army was destroyed and Gates, mounting his 
horse, fled into North Carolina. 

The "Hornets' Nest of the Revolution."— Corn- 
wallis expected an easy conquest of North Carolina. 
But the partisan bands of Davie, Sumter, and other 
leaders, attacked him at every step. It seemed to 
the British as if an American sharpshooter was posted 
behind every rock and tree and fence. "The counties 
of Mecklenburg and Rowan," wrote Lord Cornwallis, 
"are more hostile to England than any in America." 



236 THE STORY OF THE UNITED STATES 

His men declared that Charlotte was a "Hornets' 
Nest" of rebels. 

The Victory of King's Mountain. — While at Char- 
lotte Cornwallis heard news of a great disaster. He 
had sent Major Patrick Ferguson with 1,200 men to 
overrun the western parts of South Carolina and 
North Carolina. The hardy mountaineers in the 
regions settled by Boone and Robertson sprang to 




Battle of King's Mountain 

arms and set out to meet Ferguson. He retreated to 
the top of King's Mountain where he felt so safe 
that he swore all the rebels in the world could not 
drive him off. But he" was dealing with men who were 
used to climbing mountains. They swarmed up the 
sides of King's Mountain giving Ferguson's men 
"Indian play." Ferguson and four hundred of his 
men were killed and the others surrendered. It was 



THE REVOLUTION 



237 



a brilliant victory. When Cornwallis heard of it, he 
fled from Charlotte back to his fortified posts in 
South Carolina. 

Greene and His Officers. — The patriots now took 
heart again. A new army was assembled at Char- 
lotte, and Washington sent 
General Nathanael Greene to 
take command. Marion, Sum- 
ter, and Davie hastened to 
give him their aid. With him 
also were the famous Daniel 
Morgan and Colonel Henry 
Lee of Virginia. Lee was one 
of the best cavalry leaders of 
the American army and was 
popular with his soldiers who 
called him "Light-horse Harry 
Lee." He was the father of 
the great American soldier Robert E. Lee. Unlike 
Gates, Greene understood the worth of such men, 
while they in turn had faith in him. 

Morgan's Victory at Cowpens. — Greene sent Mor- 
gan with 900 men to attack the British posts and 
arouse the Whigs in the western part of South Caro- 
lina. Cornwallis ordered his best officer, Colonel 
Tarleton with 1,000 men to pursue Morgan. Tarle- 
ton had won great fame for his daring, skill, and 
cruelty; the Whigs called him "Bloody Tarleton." 
Tie overtook Morgan at Cowpens and attacked him 
with great fury. But "Bloody Tarleton" had met 
his match ! I lis army was cut to pieces, anckhe barely 




General Nathanael Greene 



238 THE STORY OF THE UNITED STATES 

escaped capture. At Cowpens Morgan destroyed 
nearly a third of Cornwallis' army. 

A Famous Retreat. — Cornwallis with his whole 
army set out at once in pursuit of Morgan. But 
Morgan retreated rapidly toward North Carolina. If 
he could put the Catawba river between him and 
Cornwallis he would be safe; if not, his little army 
might be captured. The two generals began a race 
for the river. Morgan reached it first, and crossed 
over safely. 

Greene now saw a chance to strike Cornwallis a 
heavy blow. 'His plan was to draw Cornwallis away 
from his forts and supplies in South Carolina and at- 
tack him. So Greeile sent his own army northward to 
Guilford Court House, in North Carolina, mounted 
his horse, and rode 150 miles to lay his plans before 
Morgan. The two generals then started on one of 
the most famous retreats in history. Their plan was 
to join Greene's other army at Guilford Court House 
before Cornwallis could overtake them. With their 
two armies united they would turn on the British and 
fight. In his eagerness to catch Morgan's army before 
it could unite with Greene's, Cornwallis destroyed 
his baggage and wagons, and threw away everything 
that interfered with rapid marching. The farther 
behind he left his posts in South Carolina the more 
dangerous his situation became, but he realized it 
was too late to turn back. 

It was a long hard march for both armies. The 
roads were bad, there were foaming rivers to cross 
and the weather was cold and wet. Greene's men 



THE REVOLUTION 239 

suffered more than the British. They had no tents, 
no blankets, no money, and often no food. They were 
half naked, and many of them had no shoes. But 
they bore their sufferings bravely. Finally at Guil- 
ford Court House the armies of Greene and Morgan 
were united and turned upon the British. 

How a Victory Ruined Cornwallis. — The battle 
began in the afternoon and lasted till nearly night. 
Both sides did some of the hardest 
fighting of the war. Greene was com- 
pelled to give up the field, but was 
ready to renew the fight the next 
morning. Cornwallis won the victory, 
but lost so many of his bravest soldiers 
that he did not dare attack Greene 
again. Fearing that Greene might 
Lord Cornwallis renew t h e battle, he retreated from 
the battlefield and marched in haste to Wilmington 
where he hoped to get help from the British fleet. 

Greene Rescues South Carolina. — Cornwallis ex- 
pected Greene to follow him to Wilmington. But 
Greene, having freed North Carolina from the Brit- 
ish, wisely returned to South Carolina. He was 
determined to drive the British out of that State. 
At Hobkirk's Hill and Eutaw Springs he attacked the 
enemy. These battles were like that at Guilford 
Court House. Greene was defeated but the British 
suffered more than he did. They finally gave up all 
their posts in the interior of South Carolina and took 
refuge in Charleston. Greene surrounded Charleston 
and kept the British shut up in that city till the end 
of the War. 




240 THE STORY OF THE UNITED STATES 

Cornwallis and "The Boy" Lafayette in Virginia. — 

From Wilmington, Cornwallis marched into Virginia. 
Lafayette commanded the American army in Virginia 
and Cornwallis thought he would have no trouble 
with the young Frenchman. "The boy cannot escape 
me," he said. But "the boy" had learned his lesson 
under Washington. He not only escaped Cornwallis, 
but drove him to Yorktown, on the Chesapeake Bay. 
There Cornwallis hoped to receive aid from the Brit- 
ish fleet. 

The Surrender of Yorktown. — For nearly three 
years Washington had been keeping watch on Clin- 




Cornwallis' Surrender 



ton, in New York. He had now been joined by 6,000 
French troops and was planning to attack Clinton 
when he heard that Cornwallis had gone to Yorktown. 
At the same time he learned that a French fleet was 



THE REVOLUTION 241 

about to sail for the Chesapeake Bay. Instantly he 
changed all his plans and prepared to strike a blow 
that would end the war. He sent word to the French 
fleet to sail for Yorktown and cut off Cornwallis' 
retreat by sea. Then he moved his own army from 
New York and started upon his march to Yorktown. 
The distance was four hundred miles, but Washing- 
ton marched so secretly and swiftly that he had 
reached Yorktown before the British realized what 
he was about to do. His army of 16,000 men sur- 
rounded Cornwallis' army of 7,000, while the French 
fleet guarded the entrance to the harbor. Cornwallis 
had been caught in a trap and after some hard fight- 
ing-, was compelled to surrender. His whole army 
marched out of Yorktown with the band playing "The 
World Turned Upside Down;" and surrendered to 
Washington on October 19, 1781. 

End of the War. — Washington sent a rider on a 
fleet horse to carry the news to Philadelphia. The 
messenger clashed into the city early in the morning 
shouting the glorious news. People sprang from their 
beds in delight, and there were scenes of great rejoic- 
ing. Congress held a service of prayer and thanks- 
giving. Washington's victory at Yorktown made it 
necessary for England to give up the contest. The 
war was at an end. 

Congress appointed Benjamin Franklin, John Jay, 
and John Adams to arrange a treaty of peace with 
Great Britain. . It was not until September 3, 1783, 
nearly two years after the surrender of Cornwallis, 
that the treaty was finally made. In it Great Britain 



242 THE STORY OF THE UNITED STATES 

acknowledged the independence of the United States, 
and gave up all her claims to the region east of the 
Mississippi river between Canada and Florida. The 
British army then withdrew from New York and 
Washington's army marched into the city. There 
he called his officers about him, thanked them for 
their services, bade them an affectionate farewell, 
and set out for his home at Mt. Vernon. 



REVIEW. 

I. 

WASHINGTON'S CAMPAIGNS IN THE MIDDLE 
COLONIES. 

Geography. — i. Study carefully the maps of New York, 
New Jersey, and Pennsylvania. 2. What States are east of 
the Hudson river? 3. Where is Long Island? 4. Where is 
the Delaware river? 5. Find Trenton, Princeton, Morristown, 
and Philadelphia. 6. Find Albany. Draw a line from New 
York up the Hudson to Albany, showing the route Howe was 
to take; a line from Canada down the Hudson to Albany, 
showing Burgoyne's route ; from Oswego to Albany, showing 
the route St. Leger was to take. 7. Find Bennington, Vermont ; 
Saratoga, New York. 

History. — 1. Where did the British go after Washington 
drove them from Boston ? 2. What point did they next prepare 
to attack? 3. Why was the control of the Hudson river im- 
portant? 4. Give an account of the capture of New York? 
5. Describe Washington's retreat across New Jersey. 6. What 
did Cornwallis think of the results ? 7. Describe Washington's 
attack on Trenton, and its results. 8. Give an account of the 



THE REVOLUTION 243 

battle of Princeton. Why did Cornwallis call Washington an 
"old fox?" 9. What did Cornwallis say of Washington's 
achievements in New Jersey? 10. What was "Continental 
Currency?" n. W r ho was the "banker of the Revolution," and 
why was he called that? 12. What were the plans of the 
British for securing control of the Hudson river? 13. Why 
did Howe fail to carry out his part of these plans? 14. Describe 
the condition of Washington's army at Valley Forge. 15. What 
were Clinton's movements in 1778? 16. Give an account of 
Arnold's treason. 

II. 

HELP FROM FRANCE. 

History. — 1. Give an account of the British advance on 
Fort Stanwix. 2. How was the first United States flag made? 
3. Describe Burgoyne's advance down the Hudson. 4. What 
was the battle of Bennington? 5. What was the result of 
Burgoyne's expedition? 6. Give an account of Franklin's work 
in France. 7. Who was Lafayette? 8. What effect did the 
failure of the British campaign on the Hudson river have in 
France? 9. Describe the fight between the Bon Homme 
Richard and the Serapis. 10. What effect did Jones' victory 
have in Europe, and why? 

III. 

WINNING OF THE WEST. 

Geography. — 1. Daniel Boone grew up on the Yadkin river, 
N. C. Find the Yadkin. 2. Find the Cumberland river? 
3. Where is Nashville, Tenn. ? Louisville, Ky. ? 

History. — 1. Where was the most important Indian fighting 
during the Revolution? 2. Who was Daniel Boone? 3. Give 
an account of the founding of Kentucky. 4. Give an account 
of the founding of Tennessee. 5. Describe the conquest of 
the Northwest Territory. 



244: THE STORY OF THE UNITED STATES 

IV. 
THE WAR IN THE SOUTH. 

Geography. — i. Study carefully the maps of Georgia, South 
Carolina, North Carolina, and Virginia. 2. Where is Savan- 
nah? Augusta? 3. Why did their capture by the British cut 
Georgia off from the other colonies? 4. Where is Camden? 
5. King's Mountain? Cowpens? Charlotte? Hillsboro? Greens- 
boro? 6. To show Cornwallis' movements, draw a line from 
Charleston to Yorktown, through Camden, Charlotte, Salis- 
bury, Greensboro, Hillsboro, Fayetteville, Wilmington, Rich- 
mond, Charlottesville, back to Richmond, then to Yorktown. 

History. — 1. Give an account of the capture of Savannah. 
2. Describe the capture of Charleston. 3. Tell how the partisan 
bands kept up the war against the British. 4. Who was 
Marion? Sumter? Davie? 5. Give an account of the battle 
of Camden. 6. Describe how Cornwallis was received in North 
Carolina. 7. Give an account of the battle of King's Mountain. 
8. Give an account of Greene and his officers. 9. Who was 
"Bloody Tarleton?" How did he meet his match? 10. De- 
scribe Greene's retreat across North Carolina. 11. How did 
this retreat strengthen him and weaken Cornwallis? 12. Give 
an account of the battle of Guilford Court House. What were 
its results? 13. Where did Cornwallis go, and why? 14. Where 
did Green go? What was the result of Greene's battles in 
South Carolina? 15. Give an account of Cornwallis and 
Lafayette in Virginia. 16. Why did Cornwallis go to York- 
town? Why did not the British fleet come to his aid? 17. What 
were Washington's movements when he heard that Cornwallis 
was at Yorktown? 18. What was the result of the fighting at 
Yorktown? 19. Tell how the news was carried to Phila- 
delphia. 20. What were the results of Washington's victory? 



CHAPTER XVII. 
THE BEGINNINGS OF THE REPUBLIC. 

I. 

How the New Government Was Formed. 

The Weakness of Congress. — While danger threat- 
ened all alike, the States continued to support the 
Continental Congress. But after that danger was 
removed, each State began to place its own interests 
above the interests of the United States. This selfish 
spirit gave rise to new dangers, for Congress could 
not force the States to obey its measures. The States 
refused to carry out the promises that Congress had 
made in the treaty with Great Britain. They refused 
to raise money with which to repay the sums bor- 
rowed from France, or to pay the soldiers of Wash- 
ington's army. The soldiers threatened to rebel, and 
were prevented by Washington's appeal to their 
patriotism. Then some foolish person proposed that 
Washington be made King, but he angrily rebuked 
the man who suggested it. To make matters worse, 
the States quarrelled among themselves. Disputes 
over trade, territory, and boundary lines almost led 
to war between some of them. 

The Convention of 1787. — These disputes alarmed 
such men as Washington and Franklin. They saw 



24G THE STORY OF THE UNITED STATES 

that it was necessary to give Congress power to com- 
pel obedience to its laws. In 1787, therefore, the 
States sent delegates to a convention at Philadelphia 
to consider what should be done. There was much 
jealousy among the members, but all trusted Wash- 
ington and chose him to preside. The Convention 
then set to work to plan a better government for the 
United States. It was a difficult task for every State 
was looking out for its own interests, and the Con- 
vention had to satisfy all. The plan finally agreed 
upon was set forth in the Constitution of the United 
States. 

The Constitution of the United States. — The Con- 
stitution provided for a Congress, which was to make 
the laws. There were to be two branches, or houses 
of Congress. To one, called the House of Repre- 
sentatives, each State was to send members accord- 
ing to its population ; to the other, called the Senate, 
each State was to send two members. All laws must 
be passed by both houses. This Congress, unlike the 
Continental Congress, was to have power to levy 
taxes. 

At the head of the government was the President. 
He was to be commander-in-chief of the army and 
navy, and was given power to enforce the laws of 
Congress. All dealings between the United States 
and foreign nations were to be carried on by him. 
The term of office for the President was four years, 
but the people were not forbidden to elect a man 
President as often as they wished. 

Disputes would of course frequently arise over the 



I '.!■:( WINNINGS OF THE REPUBLIC 



247 



meaning" of the Constitution and laws. The Consti- 
tution, therefore, provided for courts to hear and 
decide such matters. The highest court was called 
the Supreme Court. It was given power not only 
to settle the meaning of the Constitution and laws, 
but also to decide disputes between States. The 
judges were to be appointed by the President. 

Hamilton and Madison. — In every State were 
many people who opposed the new Constitution. The 
leaders of those who favored it were Alexander 

Hamilton and James Madison. 
Hamilton was a brilliant 
young New York lawyer. He 
had been one of Washington's 
favorite officers during the 
Revolution. After the new 
government was begun he was 
placed in charge of the treas- 
ury of the United States. 

Madison was a young Vir- 
ginia lawyer who was just be- 
ginning his career. He had 
been a member of the Conven- 
tion at Philadelphia and took such an active part in its 
work that he is often called the "Father of the Con- 
stitution." He was destined to become President of 
the United States. In their speeches and writings 
Hamilton and Madison explained the Constitution to 
the people, answered the objections of its opponents, 
and pointed out the arguments in its favor. Perhaps 
no other persons did so much as they to persuade 
the States to adopt the Constitution. 




Alexander Hamilton 



248 THE STORY OF THE UNITED STATES 




George Washington 



The First President. — 

Everybody expected that 
Washington would be the 
first President. That was 
one of the reasons many 
people favored the Con- 
stitution, for all had confi- 
dence in his wisdom and in 
his patriotism. When it 
came time to elect a Presi- 
dent, Washington received 
every vote. As soon as he 
received notice of his elec- 
tion he mounted his horse 
and set out for New York 
which was then the capital of our country. All along 
the route the people greeted him with great rejoicing. 
On April 30, 1789, he entered upon the duties of his 
office. Standing on the balcony of Federal Hall, in 
New York, in the presence of a vast throng he took 
the oath which the Constitution required, that he 
would faithfully perform the duties of his office and 
preserve, protect and defend the Constitution of the 
United States. As he uttered these words, a great 
shout rose from the multitude, — "Long live George 
Washington, President of the United States!" 

Political Parties. — Washington selected four men 
to be his advisers, who formed what is called the 
President's Cabinet. Thomas Jefferson was made 
Secretary of State, whose duty it was to advise the 
President in his dealings with other nations. Alex- 



I". I WINNINGS OF THE REPUBLIC 



•J lit 



ander Hamilton was made Secretary of the Treasury, 
Henry Knox, Secretary of War, and Edmund Ran- 
dolph, Attorney-General. Jefferson and Hamilton 
did not agree as to the kind of government the Con- 
stitution had established. Jefferson wanted to limit 
the power of the government of the United States as 
much as possible and leave the greater power in the 




Washington's Entry into New Y(>kk, on His Way to His 
Inauguration 



States. 



Hamilton wanted the greater power to be in 
the government of the United States. Congress, said 
Jefferson, had no power to do anything unless it was 
granted by the Constitution. Congress, said Hamil- 
ton, had power to do anything unless it was forbidden 
by the Constitution. Each had many followers who 
formed themselves into two political parties. Jeffer- 



250 THE STORY OF THE UNITED STATES 

son's followers at first were called Republicans ; later 
they were called Democrats. Hamilton's followers 
were called Federalists, and later Whigs. 

Hamilton's Plans for Raising Money. — It was 
Hamilton's duty as Secretary of the Treasury, to 
suggest plans for raising money. He advised Con- 
gress to place a tax, called a tariff, on certain goods 
brought into the United States from foreign coun- 
tries. Such a tax would not only raise money, but 
would make the price of foreign goods higher than 
goods made in America. Hamilton thought it would 
cause people to buy goods made here and help Ameri- 
can manufacturers. He also urged Congress to pay 
every dollar borrowed by the Continental Congress. 
Besides what the United States owed, each State 
owed money, which it had borrowed during the Revo- 
lution. Hamilton suggested that the United States 
should pay those State debts also. The United States, 
said Hamilton, must show that it is willing to pay 
its debts if it wishes to win the respect of its own 
citizens, and of other countries. Congress adopted 
Hamilton's plans and after that the United States 
had no trouble in getting money. 

Testing the Strength of the New Government. — 
While Washington was President two events oc- 
curred which showed the strength of the new govern- 
ment. American settlers were beginning to make 
homes in the Northwest Territory. The Indians made 
war on them and the settlers appealed to the United 
States for protection. Washington sent an army 
under General Anthony Wayne who defeated the 



r.KCINNINGS OF THE REPUBLIC 251 

Indians and forced them to agree to a treaty of peace. 
His victory opened up a vast region north of the 
Ohio for white settlers. 

One of the troubles with the Continental Congress, 
as you have been told, was that it was not strong 
enough to enforce obedience to its measures. Would 
the new government prove any stronger if its laws 
were resisted? An event soon occurred which was 
to answer this question. Congress had placed a tax 
on the manufacture of whiskey. The people of West- 
ern Pennsylvania opposed this tax, refused to pay it, 
and even took up arms to resist the United States 
officers. Washington resolved to show the rebels 
that the laws of the United States must be obeyed. 
He raised an army of 15,000 troops and sent them 
to enforce the laws. When the rebels saw that Wash- 
ington was in earnest they ceased their opposition 
to the tax. Washington's actions against the Indians 
in the Northwest and against the Whiskey Rebellion 
in Pennsylvania, made it plain that the United States 
was strong enough to protect its citizens and to com- 
pel obedience to its laws. 

The United States and France. — Washington also 
taught the nations of Europe that they must respect 
the United States. England, Spain, and France com- 
mitted acts which Americans resented. Worst of all 
was France, who had been our friend during the 
Revolution. The people of France had put their King 
to death and set up a republic. They were at war 
with England and expected the United States to help 
them. But Washington declared the United States 



252 THE STORY OF THE UNITED STATES 

would take no part in the quarrels of Europe. But 
Charles Edmund Genet, whom France sent to secure 
our help, determined to ignore Washington. Genet 
fitted out war vessels in our ports, abused Washing- 
ton, and did other unlawful and improper acts. Wash- 
ington demanded that France recall Genet and apolo- 
gize for his conduct, and France was compelled to do 
so. Washington's conduct was wise. When he re- 
tired from office he advised the people of the United 
States never to take part in the quarrels of Europe, 
and our country has always followed his advice. 

"Millions for Defence." — The trouble with France 
continued while John Adams, who succeeded Wash- 
ington, was President. France dismissed our min- 
ister, passed laws to injure our commerce, and seized 
our vessels. President Adams, who was anxious for 
peace, sent three men to France to try to settle the 
trouble. A high French official suggested that all 
might be arranged if the United States would pay a 
large bribe. The Americans indignantly refused. 
"Millions for defence, but not one cent for tribute," 
became a popular cry in the United States. Congress 
prepared for war, decided to build a navy, and raise! 
an army with Washington in command. 

Some fighting at sea occurred and the America! 1 
ship Constellation captured a French man-of-war. 
When France saw how much in earnest the United 
States was, she declared she was ready to make a 
treaty of peace, which was soon arranged. 

Death of Washington. — In the midst of these 
troubles Washington died at Mt. Vernon, December 



BEGINNINGS OF THE REPUBLIC 



l'.v; 



14, 1799. In England and France, as well as in the 
United States, many noble eulogies were paid to his 
memory. The most famous eulogy was spoken in 
Congress by "Light-horse Harry" Lee, who said that 
Washington was "first in war, first in peace, and 
first in the hearts of his countrymen." 



n. 

Western Expansion. 

Washington City. — Thomas Jefferson, who was the 
third President of the United States, was the first 
President to live at the new capital city. Congress 
decided to locate the capi- 
tal city on the Potomac 
river, and asked Washing- 
ton to select the site for it. 
It was decided that the 
new city should bear his 
name. Streets were laid 
off and public buildings be- 
gun. When Jefferson be- 
came President, the streets 
were full of mud-holes and 
stumps, the buildings were 
unfinished, and the new 
capital presented a dreary, 
ugly appearance. Today, 
with its broad streets and avenues, its fine parks and 
magnificent buildings, Washington is one of the most 
beautiful cities in the world, 




Thomas Jefferson 



254 THE STORY OF THE UNITED STATES 

New States Beyond the Alleghanies. — When Jef- 
ferson became President, the United States was 
growing rapidly. Beyond the Alleghanies, Kentucky, 
Tennessee, and Ohio had been added to the Union as 
States. Thousands of bold pioneers, many of them 
old soldiers of the Revolution, were crossing the 
mountains on pack-horses and in covered wagons, or 
floating down the Ohio river on flatboats, and set- 
tling in the fertile valleys of the Cumberland, Tenn- 
essee, and Ohio rivers. Down these rivers and into 
the great Mississippi they shipped their wheat, corn, 
hides, furs and other products to New Orleans where 
they were placed on board ocean-going ships and 
taken to the markets of the world. 

It was important, therefore, that no nation should 
own New Orleans that would prohibit this trade. 
Louisiana belonged to Spain, and Spain had granted 
to American vessels the right of navigation through 
the mouth of the Mississippi. But just before Jeffer- 
son became President, Spain gave up Louisiana to 
France, and France closed the mouth of the Miss- 
issippi to our vessels. A cry of anger went up from 
the farmers of the Mississippi valley, and they de- 
manded that the United States do something to pro- 
tect their interests. 

Purchase of Louisiana. — President Jefferson of- 
fered to buy New Orleans from France. Napoleon, 
then ruler of France, was about to go to war with 
England, and needed money. So to Jefferson's sur- 
prise, he offered to sell the whole of Louisiana for 
$15,000,000. Louisiana extended from the Mississ- 



BEGINNINGS OF THE REPUBLIC 



255 



ippi river to the Rocky Mountains, and was larger 
than the whole of the United States. 

This was a great opportunity and Jefferson took 
it. The farmers of the Mississippi valley were de- 
lighted, but some people in other parts of the country 
declared it was foolish to pay such a large sum for 
a wilderness. '"Why, it will be a hundred years," 
they said, "before any white people will go there to 
live." At the end of a hundred years more than ten 
million people were living in that vast region, while 
ten great States and parts of four others had been 
made from it. 

Lewis and Clark Expedition. 
— Jefferson sent Merriw r ether 
Lewis and William Clark to ex- 
plore Louisiana. They ascended 
the Missouri river, crossed the 
Rocky Mountains, and floated 
down the Columbia river to the 
Pacific where they "saw the 
waves like small mountains roll- 
ing out in the sea." A brave 
squaw, called Bird-Woman, was 
their guide and interpreter. She 
flinched from no hardship or 
danger, and no matter how dark 
the forest or how faint the trail 
she never lost her way. 

It was indeed a wonderful 
journey. The explorers made 
many important discoveries. Merriwether Lewis 




25G THE STORY OF THE UNITED STATES 

They were the first men to cross the continent within 
the United States. Their journey took two and a half 
years. They travelled nine thousand miles and ex- 
plored regions that no white men had ever seen 
before. People eagerly read their report, and for the 
first time began to get some idea of the vastness 
and value of Louisiana. 



III. 



The War for Free Trade and Seamen's Rights. 



Trouble With England. — James Madison followed 
Jefferson as President. He was a small man, quiet 
and modest, very simple and courteous in manner. 

But perhaps no man in the 
country excelled him in intel- 
lect. He loved peace, and yet 
while he was President the 
United States was compelled 
to go to war with England. 
England was at war with 
France and her ships of war 
often captured or destroyed 
American vessels bound to 
French ports. She also stop- 
ped American vessels, claimed 
their sailors as English- 
men, and took them aboard English ships to 
fight England's battles. Sometimes English war 
vessels would even stop American war vessels and 




James Madison 



BEGINNINGS OF THE REPUBLIC 257 

take off members of their crews. In one of these 
encounters, the American ship. President, resisted 
and destroyed the British ship. Little Belt. The 
United States tried in vain to stop these outrages 
by peaceful means. 

New Leaders in Congress. — Soon after Madison 
became President, a group of young men in Congress 
made up their minds to fight. Their leaders were 
Henry Clay and John C. Calhoun. Clay was one of 
the most famous orators in our history. He was tall 
and slender, with dark brown hair, flashing blue eyes, 
and spoke with fiery eloquence. Calhoun was more 
studious than Clay. He had large, dark blue eyes, 
short black hair and a high forehead. His manner 
was quiet, courteous and dignified ; his voice deep and 
mellow, and he spoke rapidly and earnestly. Both 
Clay and Calhoun felt deeply the insult of England's 
conduct toward their country, and they determined 
to put a stop to it. They knew the United States was 
not prepared for war, but felt that an honorable 
defeat was better than tamely to submit to injuries 
and insults. Under their leadership Congress de- 
clared war in 1812. 

American Disasters. — The United States was not 
prepared for war. Since the Revolution the army 
had been neglected, the soldiers were poorly trained 
and equipped, and the officers were without exper- 
ience. The war, therefore, opened with disaster for the 
United States. The American general at Detroit sur- 
rendered his army without firing a shot, and the whole 
of Michigan Territory fell into the hands of the Brit- 



258 THE STORY OF THE UNITED STATES 

ish. The Indian allies of the British fell upon the 
American settlers with their usual cruelty. Another 
American army refused to cross the Niagara river 
to help some comrades, who were then driven back 
with great losses. The British defeated another army 
that had been sent against Montreal. A still greater 
disaster came in the summer of 1814. An army of 
British veterans marched upon Washington. They 
drove the untrained Americans before them, captured 
Washington, and burned the Capitol, the White 
House, and other public buildings. President Madi- 
son himself barely escaped being captured. 

The Star Spangled Banner. — All the battles were 
not British victories. After burning Washington the 
British made an attack on Baltimore. The city was 
defended by Fort McHenry. A terrific bombardment 
took place which lasted throughout the night. Before 
the fight, some Americans had gone on board a British 
ship on a friendly mission and the British commander 
would not let them return until after the battle. All 
night they listened to the roar of the cannon. Just 
before morning the firing ceased. What had hap- 
pened? How anxiously these patriots waited for 
morning. One of them, Francis Scott Key, pacing 
back and forth on deck, expressed his anxious feelings 
in the poem now famous as our national song, — "The 
Star Spangled Banner." Great was his joy when "By 
the dawn's early light," he saw that "our flag was 
still there," waving in triumph over Fort McHenry. 
The British had been beaten and Baltimore was 
saved. 



BEGINNINGS OF THE REPUBLIC 259 

"Tippecanoe" and "Old Hickory." — Two American 
generals in this war won fame as Indian fighters. 
They were William Henry Harrison and Andrew 
Jackson. Both of them afterwards became President 
of the United States. 

During the Indian wars in the Northwest, Harrison 
had defeated the famous Chief Tecumseh at Tippe- 
canoe on the Wabash river. This victory won for 
him the popular nickname "Tippecanqe." After war 
was declared against England, Harrison was sent 
against Tecumseh who had become the ally of the 
English. At the river Thames, Harrison won a vic- 
tory in which Tecumseh was killed, and his tribe 
completely defeated. This victory gave peace to the 
Northwest. 

While Harrison was subduing the Indians of the 
Northwest, Andrew Jackson was fighting the Indians 
of the Southwest. Jackson had won fame as an Indian 
fighter in Tennessee. He was a daring leader and 
could endure such severe hardships, that his soldiers 
declared he was as tough as hickory. Many called 
him "Old Hickory." During the war with England, 
Jackson was sent to hold in check the Creek Indians 
in what is now Alabama and Mississippi. At Horse- 
shoe Bend in Alabama he won a decisive victory 
which forced the Creek Indians to surrender most of 
their land in Alabama and opened up a large region 
to white settlers. 

Victories at Sea. — It was at sea, to the surprise of 
all the world, that the United States won the greatest 
success. England's injuries to our commerce and 



260 THE STORY OF THE UNITED STATES 

insults to our sailors, had aroused the anger of our 
seamen. "Free trade and seamen's rights" became 
their rallying cry. They were eager to show that 
they could win victories at sea just as John Paul 
Jones had done in the Revolution. And they did 









X 


rt 


















>*/H| 


» "~~~~j 


mgjm' /«r3s 




*NLX 







Wasp Sinking the Avon 

win. As news of victory after victory at sea reached 
the United States, the people were beside themselves 
with joy. The Constitution beat the Guerriere, the 
Wasp captured the Frolic and sunk the Avon, the 
United States took the Macedonian, the Constitution 
destroyed the Java, the Hornet sunk the Peacock. 
Isaac Hull, William Bainbridge, Stephen Decatur, 
Johnston Blakeley, Oliver H. Perry, and other leaders 
of our little navy became national heroes. 

"Don't Give Up the Ship." — But there were defeats 
too. Some of our finest ships were captured or sunk. 
Among them was the Chesapeake which was attacked 
by the Shannon. Captain James Lawrence, of the 



BEGINNINGS OF THE REPUBLIC 



201 



Chesapeake fell mortally wounded, and his last com- 
mand was, '"Don't give up the ship!" But the Chesa- 
peake was compelled to surrender. 

Battle of Lake Erie. — The most famous naval 
battle of the war was fought on Lake Erie. The 
United States wanted to recover Detroit, but could 




Perry at Battle of Lake Erie 

not do so as long as the British fleet controlled the 
lake. So Captain Oliver H. Perry was sent to attack 
the British Meet. He had no ships, but found plenty 
of trees growing in the forest. Out of them he de- 
termined to build a fleet. All his material had to 
be dragged over the snow on sledges from Philadel- 
phia and New York. Perry worked without ceasing 



2G2 THE STORY OF THE UNITED STATES 



all the winter, and in the summer of 1813 had his 
fleet ready. He named his flagship the Lawrence 
after the brave captain of the Chesapeake, and ran 
up a flag bearing the words, "Don't give up the ship I" 
He then sailed out to meet the enemy. In the 
fight, the Lawrence was riddled with shot and about 
to sink. The young captain, waving his flag, sprang 
into a small open boat, and rowed through shot and 
shell to another ship. A few minutes later he com- 
pelled the British to raise the white flag. Perry's 
message announcing his victory has become famous : 
"We have met the enemy and they are ours." This 
splendid victory forced the British to abandon De- 
troit, and Michigan Territory was recovered. 

Battle of New Orleans. — 
England planned to gain con- 
trol of the Mississippi river 
and take Louisiana from the 
United States. An army of 
12,000 veterans under Sir Ed- 
ward Pakenham was ordered 
to New Orleans. Andrew 
Jackson with the backwoods- 
men of Kentucky, Tennessee, 
Georgia and Mississippi de- 
fended the city. He posted 
his men behind breastworks 
of cotton bales. The British 
had forgotten the lesson 
Andrew Jackson in the taught at Bunker Hill. They 
Uniform of 1812 stormed Jackson's works and 




BEGINNINGS OF THE REPUBLIC 263 

wore driven back with great loss. General Pakenham 
and 2,000 of his men were killed, and his army put 
to flight. The Americans lost only eight men. This 
remarkable battle was fought January 8, 1815. 

A Hundred Years of Peace. — While these brave 
men were killing each other, a ship with crowded 
sails was speeding across the Atlantic bringing news 
that peace had already been declared. It had been 
arranged in Europe in December, but there was no 
telegraph, or fast steamers in those days, and weeks 
passed before the United States learned of it. This 
treaty said not a word about the acts that had caused 
the war; but England had learned her lesson. She 
had found out that the United States was able to 
uphold her rights and protect her honor. 

The War of 1812 was the last war between Eng- 
land and the United States. For more than a hun- 
dred years these two great English-speaking nations 
have been friends. They have had disputes, some 
of them very serious, but have always settled them 
peacefully. In 1915 the two nations celebrated this 
century of unbroken peace. 



REVIEW. 

I. 

HOW THE NEW GOVERNMENT WAS FORMED. 

History. — i. What new dangers to the United States arose 
after the Revolution? 2. What plan was suggested to meet 
these dangers? 3. When and where did this convention meet? 



264 THE STORY OF THE UNITED STATES 

Who was elected president ? 4. How was Congress to be formed ? 
How did it differ from the Continental Congress? 5. What 
powers were given to the President ? 6. What was the Supreme 
Court? 7. Give an account of the services of Hamilton and 
Madison. 8. Who was the first President of the United States ? 
Describe his inauguration ? 9. Whom did he appoint Secretary 
of State? Secretary of the Treasury? What were their duties? 
10. How did Jefferson and Hamilton differ about the Consti- 
tution? 11. What plans did Hamilton suggest for raising 
money? 12. What plans did he suggest to strengthen the new 
government? 13. What was the "Whiskey Rebellion?" 14. How 
did Washington show the strength of the new government? 
15. Give an account of the relations of the United States and 
France. 16. What advice did Washington give to the United 
States about the quarrels of European countries? 17. How 
did John Adams settle our quarrel with France? 18. What 
was meant by "Millions for defence, but not one cent for 
tribute?" 19. When and where did Washington die? 20. What 
did Henry Lee say of him? 

TT. 
WESTERN EXPANSION. 

Geography. — 1. Where is Washington City? 2. Bound 
Tennessee. Kentucky. Ohio. 3. Trace the route a ship must 
take from Pittsburg, Pa., to New Orleans. 4. Trace the route 
of a ship from the Cumberland, and also from the Tennessee 
rivers to New Orleans. 5. Trace the route of Lewis and Clark 
up the Missouri river, over the mountains, down the Columbia 
river, to the Pacific. What states did they cross? 

History. — 1. Who was our third President? 2. Give an 
account of the founding of Washington City. 3. What new 
states beyond the Alleghanies had been added to the Union? 



BEGINNINGS OF THE REPUBLIC 265 

4. How did settlers there get their produce to market? 5. Give 
an account of the purchase of Louisiana. 6. What were the 
boundaries of Louisiana? How many states have been made 
out of it? 7. Describe the expedition of Lewis and Clark. 

III. 

THE WAR FOR FREE TRADE AND SEAMEN'S 
RIGHTS. 

Geography. — 1. "Where is Detroit? The Niagara river? 
Montreal? 2. Why was so much of the fighting in the War 
of [812 along the border of Canada? 3. The Wabash river 
is in Indiana. Find and trace it. 

History. — 1. Who was President after Jefferson? What 
have we already learned about Madison? 2. What unfriendly 
acts did England commit against the United States? 3. Who 
was Henry Clay ? John C. Calhoun ? 4. What did they think 
of England's conduct? 5. What disasters did the United States 
meet with at the beginning of the war? 6. What was the 
cause of these defeats? -7. Give an account of the capture 
of Washington. 8. What was the origin of the "Star Spangled 
Banner?" 9. What victories did William Henry Harrison 
win? 10. Who was "Old Hickory?" Give an account of his 
victory over the Creek Indians. 1 1. Give an account of Ameri- 
can victories at sea. 12. Give an account of the battle of the 
Chesapeake and the Shannon. 13. Describe the battle of Lake 
Erie, and its results. 14. Describe the battle of New Orleans. 
15. What is said about the treaty of peace? 16. How long 
have the United States and England been at peace with each 
other? 



CHAPTER XVIII. 
A PERIOD OF GROWTH AND IMPROVEMENT 

I. 
The Era of Good Feelings. 

Results of Peace. — The first President after the 
War of 1812, was James Monroe. The United States 
was then at peace. With peace came many improve- 
ments. Our commerce began to grow. Mills and 
factories sprang up. The use of better tools and 
machinery on the farms resulted in greater crops. 
Better and quicker means of travel and of shipping 
freight were invented. The wealth of the country 
increased rapidly. People built better dwelling- 
houses and had more comforts in their homes. A 
greater interest was taken in education. More news- 
papers and books were published. The war had 
aroused a greater spirit of patriotism and love of 
country among the people. 

The President's Tours Through the Country. — 
President Monroe made two tours through the coun- 
try which helped to increase this patriotic feeling. 
No President since Washington had made such a 
journey, and not many people had ever seen one of 
their Presidents. President Monroe made his first 



GROWTH AND IMPROVEMENTS 



267 




tour through t h e Middle 
States, New England, and the 
West and his second tour 
through the South. The people 
greeted him everywhere with 
the firing" of cannon, the ring- 
ing of bells, and speeches of 
welcome. Gray-haired vet- 
erans of the Revolution press- 
ed forward to clasp his hand. 
School children paraded the 
streets singing patriotic jAMES MoNROE 

songs. There was such an outburst of welcome that 
a newspaper declared "the era of good feelings" had 
come; and ever since then, the time while Monroe 
was President has been called the "Era of Good 
Feelings." 

The Seminole War. — During this period another 
addition was made to the United States. It came as 
a result of a war with the Seminole Indians of Flor- 
ida. This tribe gave refuge to the Creek Indians who 
fled to Florida after Jackson's victory over them at 
Horseshoe Bend. From Florida they made frequent 
raids into Georgia, Alabama, and Mississippi, where 
they robbed and murdered American farmers. The 
Indians thought the United States would not follow 
and punish them in Florida, because Florida belonged 
to Spain. 

It was Spain's duty to prevent these raids, but 
Spain failed to do so. President Monroe then sent 
General Andrew Jackson to punish the Indians. Jack- 



208 THE STORY OF THE UNITED STATES 

son acted promptly. He pursued the Indians into the 
Florida swamps, burned their villages, and hanged 
their leaders. He also seized some Spanish forts 
which he claimed gave protection to the Indians. In 
a little while he had crushed out all resistance. 

Purchase of Florida. — Spain was angry at Jack- 
son's actions and demanded that he be punished. But 
President Monroe declared that as Florida had given 
aid to the Indians, Jackson had a right to follow and 
punish them there. He, therefore, refused to punish 
Jackson, but gave up the forts the Americans had 
seized. Both countries realized that as long as Spain 
owned Florida quarrels would often arise that might 
some day lead to war. So the United States offered 
to buy Florida, and Spain accepted the offer. With 
the addition of Florida our country covered all the 
region east of the Mississippi river and south of 
Canada. 

The Monroe Doctrine. — One by one Spain was los- 
ing her colonies in the New World. Mexico and other 
Spanish colonies, inspired by the example of the 
United States, had rebelled and declared their inde- 
pendence. Some of the nations of Europe that had 
formed what they called the "Holy Alliance," began 
to think of helping Spain put down these rebellions 
and reconquer her lost colonies. About the same time 
the Emperor of Russia was trying to plant new colo- 
nies in what is now California. 

The United States felt that it would be dangerous 
to her for the rulers of European nations to crush 
the people who had won their independence from 



GROWTH AND IMPROVEMENTS 209 

Spain. She also objected to their planting- new colo- 
nies in America. So President Monroe, in a message 
to Congress, announced what is known as the "Mon- 
roe Doctrine." The United States, he said, would not 
permit the conquest of any independent American 
nation; nor permit any European nation to plant new 
colonies either in North America or in South 
America. 

A few years earlier, Europe would have laughed 
at such a doctrine; but our navy in the War of 1812, 
and Jackson's victory at New Orleans, had taught 
the world respect for the power of the United States. 
England, too, sympathized with the Monroe Doc- 
trine, and the "Holy Alliance" decided to abandon 
its plans. Ever since then the "Monroe Doctrine" 
has made the United States a kind of big brother to 
the smaller and weaker nations of the New World. 

A Famous Visitor. — In 1824, President Monroe 
invited Lafayette to visit the United States, and the 
whole country was pleased when he accepted the invi- 
tation. The thirteen colonies, for which he had fought 
so bravely, had now become twenty-four great States. 
Though rich and powerful, they had not forgotten 
the gallant foreigner who had helped them when they 
were poor and weak. All were eager to do him honor. 
They gave him such a welcome as no other man had 
ever received. The President gave him a brilliant 
reception at the White House. He visited the tomb 
of Washington, laid the corner-stone of the great 
monument at Pmnker Hill, and made a tour of every 
State. Congress granted him twenty-four thousand 



270 THE STORY OF THE UNITED STATES 

acres of land and $200,000 in money, as a token of 
America's gratitude. A new battleship, named the 
Brandywine, in honor of the battle in which he won 
so much distinction, carried him back to France. 

Fiftieth Anniversary of Independence. — While 
Lafayette was here John Quincy Adams, the son of 
Lafayette's former friend John Adams, was elected 
President. Soon afterwards came the fiftieth anni- 
versary of the Declaration of Independence. Great 
celebrations were held everywhere. But suddenly 
the people's joy was turned to sorrow. In the midst 
of their rejoicings, the two men who had been fore- 
most in the adoption of the Declaration of Independ- 
ence died. They were Thomas Jefferson, who wrote 
the Declaration, and John Adams, whose eloquence 
persuaded the Continental Congress to adopt it. Each 
had been Vice-President. Each had been President. 
Each died thinking the other still lived. They died 
the same day, July 4, 1826, exactly fifty years after 
the adoption of the Declaration of Independence. 

II. 

Fifty Years of Growth. 

How the Country Grew. — Fifty years of independ- 
ence had brought many changes in the United States. 
In 1826 there were three times as many people in the 
country as in 1776. Eleven new States had been 
added to the Union. Some were beyond the Alle- 
ghanies, and two were even beyond the Mississippi 
in a region unknown to Americans when Jefferson 
wrote the Declaration of Independence. 



FIFTY YEARS OF GROWTH 



271 



Thousands of settlers were crossing- the mountains 
and building- new homes in the West, and the far 
South where land was cheap and fertile. Generally 
they travelled by families; but sometimes whole com- 
munities would move together. The men usually 
rode horseback, leading- the way, while the women 
and children were carried in long wagons covered 
with white canvas. The roads were crowded with 
these gypsy-like 
wagons, follow- 
ed by droves of 
cattle, hogs, 
sheep, and some- 
times by groups 
of 1 a u g h i n g, 
chattering- ne- 
gro slaves. 
Through one 
town in Penn- 
sylvania five hundred and eleven wagons passed in a 
single month carrying over three thousand people 
to the West. Many who were too poor to have horses 
and wagons travelled on foot. One man with his 
wife and five children tramped all the way from New 
Jersey to Ohio, carrying their little load of furniture 
in a wheelbarrow! 

There were many such as these, all eager to go to 
regions where land was cheap and the poor had a 
change to become rich. They followed the rivers and 
valleys, and crossed the plains, until they found land 
that suited them. The settlers from the New Eng- 




An Emigrant Wagon on Westward Route 
From an early print. 



272 THE STORY OF THE UNITED STATES 



land and the Middle States generally went west to 
Ohio, Indiana, and Illinois, while those who went 
from Virginia, North Carolina, and South Carolina 
with their slaves, usually went to the great cotton 
fields of Georgia, Alabama, and Mississippi. 

The Cotton Gin. — Two inventions played an im- 
portant part in this growth of the United States. One 
was the cotton-gin, the other the steamboat. The 

lands in the South were 
well suited to raising cot- 
ton. Cotton brought high 
prices and the planters 
were anxious to raise it. 
But cotton cannot be used 
until the seed are picked 
out of it, and for many 
years after the Revolu- 
tion that had to be done 
by hand. The work was 
so slow that a grown per- 
son could pick only a 
pound a day. The plant- 
ers, therefore, continued to raise tobacco, rice, and 
indigo, and planted very little cotton. 

While Washington was President, a young man 
named Eli Whitney went from Connecticut to Geor- 
gia to teach school. There he became a friend of Mrs. 
Nathanael Greene, widow of the famous general of the 
Revolution. Mrs. Greene soon discovered that Whit- 
ney was so skillful with tools he could make almost 
anything. One day she heard some planters say that 




Whitney's Cotton Gin 



FIFTY YEARS OF GROWTH 



273 



if they only had a machine to separate the cotton seed 
from the lint, they could all get rich raising cotton. 
Mrs. Greene thought of her young friend Whitney. 
"I believe he' can make such a machine," she said. 
So she explained to him what was needed and he 
set to work. In a little while he made a machine with 
which a single person could remove the seed from a 
thousand pounds of cotton a day. This machine, or 
gin, soon made cotton the chief product of the South. 
In the North mills and factories for manufacturing 
cotton goods were built. The South raised the cotton 
and the North manufactured it. So the whole coun- 
try was benefitted by Whitney's cotton-gin. 

The Steamboat. — Emigrants to the West and the 
South found it much easier to travel by steamboats 
than by wagons. The first successful steamboat was 
built by Robert Fulton in 
1807. He named his vessel 
the Clermont and announced 
that her first trip would be up 
the Hudson from New York 
to Albany. A great crowd 
gathered to see her start, but 
scarcely anybody believed she 
w< mid be able to move. People 
called her "Fulton's Folly." 
Suddenly a cloud of black smoke began to pour out 
of her smokestack, her great side- wheels began to 
turn, and a loud shout went up from the crowd, "She 
moves, she moves!" Sure enough, she did move right 
along against both wind and current without stop- 




The "Clermont" 



274 THE STORY OF THE UNITED STATES 

ping until she reached Albany, one hundred and fifty 
miles up the Hudson. 

How the Steamboat Built Up the Country. — Soon 
steamboats were running on all our large rivers, on 
the Great Lakes, and even on the ocean between our 
larger ports. In 1819 a steamboat named the Savan- 
nah sailed from Savannah, Georgia, and made the 
first trip across the Atlantic ever made by a steam- 
boat. When Monroe made his famous tour through 
the country he travelled most of the distance on 
steamboats. Our western rivers were then filled with 
little steamboats, puffing and blowing up and down 
streams, carrying thousands of settlers to the West. 

Steamboats also helped to build up commerce and 
manufactures. A large part of our commerce was 
still carried in great lumbering wagons, drawn by 
four or five horses, or half a dozen oxen. But the 
roads were rough, the distances were great, and the 
cost of carrying freight by land was high. It was 
easier, quicker and cheaper by water, and steamboats 
were used wherever it was possible. Along important 
rivers such towns and cities as Pittsburg, St. Louis, 
and New Orleans were fast becoming great centers 
of trade. 

The Erie Canal. — These cities were taking trade 
from the eastern cities because it was cheaper for 
the people of the West to send their products in 
steamboats down the Ohio and Mississippi rivers to 
New Orleans than in wagons across the mountains 
to Philadelphia and New York. The eastern cities 
saw that they must find a way to trade with the West 



FIFTY YEARS OF GROWTH 275 

by water. New York proposed to dig a canal from 
Buffalo to Albany. Products from the West could 
then be sent from Lake Erie to the I ludson river by 
canal boats, and then down the Hudson in steamboats 
to New York City. "A canal four hundred miles 







A New and [mproved Canal Boat of 1830 

long! How will you ever carry it over the hills, and 
through the valleys, and across the rivers? It is 
impossible." So most people thought. Others de- 
clared that its cost would be so great that it could 
never be paid for. But De Witt Clinton, Governor of 
New York, believed in the canal, and put men to 
work with picks and spades and wheelbarrows. People 
made fun of it. They called it "Clinton's big ditch." 
But no ridicule or difficulty could stop Clinton, and 
seven years after it was begun, the "big ditch" was 
completed. 

Opening of the Erie Canal. — The canal was opened 
at Buffalo with a great celebration. A fleet of new 
canal boats, gayly decorated with flags, with Gover- 
nor Clinton and others on board, started from Buffalo 
for New York. As they started a cannon was fired, 
another five miles away answered, and so on down 
the canal, at the end of every five miles, the roar of 
cannon after cannon carried the news from Buffalo 



270 THE STORY OF THE UNITED STATES 

to New York. At Buffalo, Governor Clinton took 
on board a keg of water from Lake Erie; at New 
York, in the presence of a vast throng-, he poured it 
into the harbor, thus uniting the waters of the Great 
Lakes with those of the Atlantic. 

The Erie Canal was three hundred and sixty-three 
miles long, forty feet wide, and four feet deep. Since 
then it has been made much wider and deeper. It 
cost millions of dollars, but so great was the trade it 
brought to New York that it was soon paid for. The 
cost of carrying a ton of freight from Buffalo to New 
York fell from one hundred dollars to less than ten 
dollars. Farmers bought land along the canal ; 
Buffalo, Rochester, and Syracuse grew rapidly into 
thriving cities, while the commerce that poured into 
New York soon made it the greatest and richest city 
in America. 

Demand for Canals and Roads. — Throughout the 
country a demand arose for better means for travell- 
ing and shipping freight. Everywhere plans were 
proposed to have the channels of rivers deepened, 
canals dug, and better roads built. Some people 
thought that all parts of the country ought to be 
connected by canals and roads. But such works cost 
large sums of money, and the question arose, How 
shall they be paid for? "They will promote the good 
of the whole country," said some, "and therefore the 
United States ought to build and pay for them." 
Others declared that the United States had no right 
to tax the people for such things, and they ought to 
be left to the States, or to private companies. 



FIFTY YEARS OF GROWTH 



277 



Railroads. — While people were discussing the best 
way to pay for roads and canals, a better manner of 
travel than either way was invented. This was the 

railroad. When 




SOUTH-CAROLINA RAIL-ROAD, 

Bttuxen Charleston and Hamburg, S. C. oppotitt Augusla. (Geo.) 

Departs Daily — The f»l!owUg is the W'iot-r Arrangement. 

PASSAGE TO HAMBURG. 



South Carolina Railroad Train in 1837 



railroads were first 
suggested, so little 
was known about 
the m that one 
newspaper asked, 
"What is a rail- 
road?" At first 
the rails were 
made of wood with 
strips of iron nailed on top of them. The cars were 
like huge wagons drawn by horses. On a railroad one 
horse could pull as much as ten horses on a dirt road. 
A still better way of pulling a train was soon in- 
vented. George Stephenson, an Englishman, invented 
an engine, called the locomotive, which he said could 
drag a train of cars along a railway. People who 
thought themselves very wise laughed at his loco- 
motive. "Suppose, Mr. Stephenson," one of them 
asked, "a cow were to get in front of your engine 
running at full speed, what would happen?" "It 
would be very bad for the cow," replied Stephenson. 
1 [is locomotive was tried in England and proved to 
be successful. 

The first railroads in the United States were very 
crude. The locomotives were small and could not 
make more than four miles an hour. They could 
run only on level ground, and found it difficult to 



278 THE STORY OF THE UNITED STATES 

go around a curve. The cars were large open car- 
riages, and the smoke and sparks from the engine 
pouring through their windows made travel very dis- 
agreeable. Sometimes the sparks set the clothes of 
passengers on fire. However, improvements came 
rapidly. More powerful engines were built. The cars 
were made more comfortable. Better rails were laid. 
Railroad building went on at a rapid rate, and from 
1830 to 1840 more than two thousand miles were 
built in the United States. 

Effects of Railroads on the Country. — The railroad 
proved a great blessing to our country. It cheapened 
the cost of freight, increased trade, and built up great 
cities. It made travelling easier and quicker so that 
people could visit the different parts of the country, 
learn to do new things, and get new ideas. The mails 
were sent by railroads, so that thousands of news- 
papers, magazines, and books were carried into homes 
where none had been before. In these ways the rail- 
roads were an important means of educating the 
people. 

III. 

Education and Literature. 

Education. — Interest in education was everywhere 
increasing. It was felt that in a country in which the 
people governed themselves, everybody should be 
educated. New England led the way in establishing 
public schools. Wise men in other parts of the coun- 
try were trying to persuade their States to follow 
New England's example. In the West and the South, 



FIFTY YEARS OF GROWTH i>7!> 

especially, there were many difficulties in the way. 
The people lived on widely scattered farms, the dis- 
tances were great, and the roads were had. Some 
of the Western States were setting aside for schools 
money received from the sale of public lands. The 
South had no public schools, but in every village and 
town were private schools and academies. The 
wealthy planters usually had private teachers for 
their children. 

The Old Fashioned School. — The school-houses 
were generally made of rough boards or logs. They 
were cold, ugly and uncomfortable. There were no 
desks; the pupils sat on home-made benches without 
backs. Sometimes these benches were so high that 
the smaller boys could not touch the floor with their 
feet. The text-books were generally hard, dull and 
stupid. There were few blackboards, or maps, or 
pictures to help the pupils. The children went to 
school early in the morning and stayed all day. The 
rules were strict and punishments were severe. Both 
boys and girls were whipped if they gave each other 
nicknames, if they came to school with dirty faces 
and hands, if they did not bow to the teacher at 
certain times, if they did not say "Yes, Sir," or "No, 
Sir," "Yes, Marm," or "No, Marm" when speaking to 
grown people, if they missed their lessons, and for 
many other things. 

Reading, writing, spelling and arithmetic were the 
subjects taught beginners; the chief studies of the 
advanced pupils were Greek, Latin, mathematics, and 
grammar. The pupils had to memorize their lessons 



280 THE STORY OF THE UNITED STATES 

and recite them to the teacher. And woe to the boy 
or the girl who missed any of the words ! 

Many new colleges had been founded and the old 
ones greatly improved. In the North, Harvard, Yale, 
Princeton, and others had become great universities. 
In the South, North Carolina, Virginia, South Caro- 
lina, and Georgia had founded State Universities. 
Most of the boys who went to college expected to be 
lawyers, doctors, and preachers. 

American Literature. — Other means of education 
w'ere the newspapers and magazines. Daily and 
weekly newspapers reached millions of readers. 
Monthly magazines, such as Harper's, the Atlantic 
Monthly, the North American Review, and the 
Southern Literary Messenger furnished good litera- 
ture to all who cared for it. 

Several great writers were making American lit- 
erature famous. In colonial days we had no real 
literature because the settlers were too busy clearing 
forests and fighting Indians to do much writing and 
reading. Then came the Revolution when men 
thought more of what they were doing than of what 
they were saying. For some years after the Revo- 
lution our writers imitated the great English writers, 
and few cared to rea-d their books. But as wealth 
and education increased, people had more leisure for 
reading, and they wanted to read American books. 
Writers began to appear who laid the foundation of 
a real American literature. They did not imitate 
anybody, but followed their own ideas. They wrote 
about America and American life. They thought not 



FIFTY YEARS OF GROWTH 281 

only of what they wrote, hut also of how they wrote 
it. Their style was simple and easy and gave people 
pleasure as well as instruction. 

Great Prose Writers. — The earliest of our great 
writers was Irving. He was born in New York the 
very day that Washington arrived there to become 
President of the United States, and for that reason 
his mother named him Washington. Washington 
Irving wrote much about the curious old customs and 
manners of the Dutch when New York was New 
Amsterdam. He told the tales and traditions of the 
region along the Hudson; and described the scenery 
of that beautiful river. Two of his books are a "Life 
of Columbus" and a "Life of Washington." Our 
first famous novelist was James Fenimore Cooper. 
One of Cooper's novels, "The Spy," is a story of 
Washington's most trusted spy during the Revolu- 
tion. "The Leather-stocking Tales," are his best 
known books. In them he describes life among the 
hunters, trappers and Indians of the frontier. Codper 
also wrote some fine sea tales and in one of them 
called "The Pilot," John Paul Jones is a character. 
Another novelist who wrote some years after Cooper 
was Nathaniel Hawthorne. His novels of New Ens:- 
land life have given him fame as one of our greatest 
writers. 

Poets and Essayists. — The men who made Ameri- 
can poetry famous were William Cullen Bryant, 
I lenry W. Longfellow, and John G. Whittier. Bryant 
was our poet of nature. Lie loved out-door life and 
wrote such poems as the "Death of the Flowers," 



282 THE STORY OF THE UNITED STATES 

"To a Waterfowl," "The Autumn Woods," and 
"Planting of the Apple Tree." Longfellow's best 
known poems tell stories from American history. In 
"Hiawatha" he writes of Indian manners and cus- 
toms. "The Courtship of Miles Standish" is a story 
of the brave Puritan soldier who knew better how 
to fight the Indians, than how to court his sweet- 
heart. "Evangeline" is a sad love story of the time 
when the English drove the French out of Acadia. 




Irving 



Poe 



Longfellow 



We sometimes call Whittier "The Poet of New Eng- 
land," because so many of his poems, such as "Snow- 
Bound," "Maud Muller," and "The Barefoot Boy," 
describe the life, homes, and people of New England. 
Oliver Wendell Holmes, James Russell Lowell, and 
Ralph Waldo Emerson also wrote poems that every 
American should know, but they are better known 
for their essays. Of all our waiters the man who 
wrote the strangest, most mysterious poems and 
stories was Edgar Allan Poe. He wrote but little as 



FIFTY YEARS OF GROWTH 283 

he was still a young man when he died, but that 
little gave him great fame. He is remembered today 
chiefly for one poem, "The Raven," and for his won- 
derful short stories. 

Historians and Orators. — Three men who won 
fame as historians were William IT. Prescott, John 
Lothrop Motley, and George Bancroft. Prescott 
wrote histories of the Spanish conquests in South 
America and Mexico, and Motley wrote histories 
dealing with Holland. Bancroft's great work was 
a "History of the United States." Their works were 
not only good histories, but also real literature. While 
these men were writing histories, Henry Clay, John 
C. Calhoun, and Daniel Webster, all members of the 
United States Senate, were becoming famous as ora- 
tors. Many of their great orations are still read and 
studied. 

Our writers and orators brought great fame to the 
United States, and increased the respect of the world 
for Americans. Many years before, an English writer 
had scornfully said that nobody ever read an Ameri- 
can book; but now the books of these writers were 
read all over the world. 



REVIEW. 

I. 

THE ERA OF GOOD FEELINGS. 

History. — i. What were the conditions in the United States 
after the War of 1812? 2. Describe President Monroe's tours. 



284 THE STORY OF THE UNITED STATES 

3. Give an account of the Seminole War. 4. Why did the 
United States purchase Florida? 5. What was "The Holy 
Alliance?" 6. What is the "Monroe Doctrine?" 7. Why was 
the "Monroe Doctrine" respected in Europe? 8. Give an 
account of Lafayette's visit. 

II. 

FIFTY YEARS OF GROWTH. 

History. — 1. Give an account of the fiftieth anniversary of 
the Declaration of Independence. 2. How had our country 
grown since then? 3. Describe the movement of settlers to the 
West and South. 4. What region was settled by people from 
New England and the Middle States? 5. What by those from 
the South ? 6. Give an account of the invention of the cotton- 
gin. 7. What effects did it have on the South? 8. Tell the 
story of the first steamboat. 9. How did the steamboat help 
build up the country? 10. What was the first steamboat to 
cross the Atlantic? Where did it sail from, and when? 
11. How was the East losing the trade of the West? 12. How 
did New York plan to get back this trade ? 13. Give an account 
of the opening of the canal. 14. What were its results? 
15. What two views arose about building canals, deepening 
rivers, etc.? 16. What better means of travel and commerce 
was invented? 17. Describe an early railroad train. 18. What 
effects did railroads have on the country. 19. In this con- 
nection read again the paragraphs on "Roads and Travel" 
p. , and "Means of Communication," p. . 

III. 

EDUCATION AND LITERATURE. 

History. — 1. Give an account of the increase of interest in 
education. 2. Describe an old-fashioned school. 3. What 



285 

subjects were taught? 4. What is said about the colleges of 
those days? 5. What other means of education were there 
besides schools? 6. What change had taken place in our 
writers ? 7. Name three great prose writers, and tell what each 
wrote about. 8. Who was our poet of nature? Why- was he 
called that? 9. What were Longfellow's best-known poems 
about? 10. Who was called "The Poet of New England," 
and why? 11. Who were some of our famous essayists? 
12. For what is Edgar Allan Poe famous? 13. Who were our 
leading historians, and what were their histories about? 
14. Name three famous American orators of that day. 



CHAPTER XIX. 
THE GROWTH OF SECTIONAL HOSTILITY. 

I. 

Nullification. 

"The People's President."— In 1829, Andrew Jack- 
son, the "Hero of New Orleans," became President. 
He had grown up as a poor boy on the frontier of 
North Carolina, South Carolina, and Tennessee. 
After the Revolution he became famous as an Indian 
fighter. His victory over the British at New Orleans 
made him a national hero, and his friends determined 
to elect him President. He was the first man, born 
poor and without influence, to be elected to that great 
office. This fact helped to make him popular. The 
people felt that he was one of them. An immense 
crowd gathered at Washington to see him inaugu- 
rated, and to shake the hand of "the people's 
President." 

"To the Victor Belong the Spoils." — Jackson's 
friends expected rewards from him for their help 
in electing him President. There was a large num- 
ber of offices which the President had a right to fill. 
Presidents before Jackson had followed the good plan 
of leaving in these offices the men who had done 
their work properly. But Jackson adopted a different 



GROWTH OF SECTIONAL HOSTILITY 287 



plan. Tn order to reward his friends, he turned hun- 
dreds of men out of office, and put his friends in 
their places. It was said that, "To the victor belong 
the spoils," that is, the rewards. Jackson's plan, 
therefore, is called the "Spoils system." The "Spoils 
System" was a bad plan for filling offices. It put men 
in offices who were not fit for them, and often led to 
corruption. Many years later, as we shall see, a 
better plan for filling offices w r as adopted. 

Nullification. — Jackson yielded to his friends in 
filling offices, but in another important matter he was 
firm and unyielding. The question arose, Did a State 
have a right to disobey a law 
passed by Congress? The 
answer to this question 
showed what a great differ- 
ence had grown up between 
the South and the North. The 
chief industry of the South 
was the cultivation of cotton; 
in the North it was manufac- 
turing. The North found that 
it cost more to make goods in 
the United States than in 




England. 



English m a n u- 



John C. Calhoun 



facturers, therefore, could sell their goods even in 
the United States cheaper than Americans could. To 
prevent this, Northern manufacturers urged Con- 
gress to place a high tax, called a tariff, on goods 
brought into the United States from foreign coun- 
tries. The planters of the South opposed this tariff. 



288 THE STORY OF THE UNITED STATES 



They had to buy goods either from Northern or Eng- 
lish manufacturers and they wanted to buy wherever 
they could at the lowest prices. John C. Calhoun, and 
a few other Southern leaders, declared that Congress 
had no right to pass such a tariff law. They urged 
the Southern States to refuse to obey it, that is to 
nullify it. Such a refusal was called "nullification. " 

South Carolina Nullifies the Tariff— Did a State 
have a right to nullify a law passed by Congress? 
"Yes," said Robert Y. Hayne, Senator from South 
Carolina. "No," replied Daniel Webster, Senator 
from Massachusetts. A great debate occurred be- 
tween them. Hayne declared that if Congress passed 
a law which a State thought was contrary to the Con- 
stitution, that State had a right to nullify it. More 
than that : A State, he said, could even withdraw 
from the Union if it wanted to do so. Webster denied 
that a State had any such rights. The United States, 

he said, was supreme. Its 
laws must be obeyed. No 
State had a right to withdraw 
from the Union. Our liberty 
was dependent upon the Union 
of the States, and he closed his 
speech with an eloquent plea 
for "Liberty and Union, now 
and forever, one and insepara- 
ble." Most people, even in the 
South* applauded Webster's 
views, but South Carolina fol- 
lowed the views of Hayne, and declared that she 
would not obev the tariff law. 




Daniel Webster 



GROWTH OF SECTIONAL HOSTILITY 289 

"The Union Must Be Preserved."— "What will 
President Jackson do?" people asked. Jackson soon 
replied. Our Union, he declared, must be preserved: 
the laws of Congress must be obeyed. He appealed 
to South Carolina not to oppose the tariff law. At 
the same time he sent troops to Charleston and 
ordered them if necessary to enforce the law by arms. 
People feared there might be civil war. But Henry 
Clay, the "great peacemaker," suggested a plan for a 
lower tariff which satisfied South Carolina. Congress 
adopted Clay's plan and nullification came to an end. 
Jackson's stand made him popular with people who 
opposed nullification; and Webster's speech inspired 
a greater respect and love for the Union. 

Whigs and Democrats. — Henry Clay and his 
friends had opposed the election of Jackson. They 
declared that his conduct in office was often unlaw- 
ful, harsh, and tyrannical. It seemed to them that 
they must fight for liberty just as the Whigs had 
done in the Revolution. So they formed a new party, 
with Clay as its leader, and called themselves Whigs. 
Jackson and his friends said that they stood for the 
welfare of all the people and charged that the Whigs 
favored the rich and the powerful. They called them- 
selves Democrats. The Democrats wanted to elect 
Martin Van Buren President after Jackson. Van 
Buren was not popular, but he was a close friend of 
Jackson, who used his influence for him. Van Buren, 
therefore, was elected. 

Hard Times. — While Van Buren was President the 
country suffered from "hard times." Great numbers 



290 THE STORY OF THE UNITED STATES 



of people had borrowed money to buy land in 
the West. Large sums had been spent for building 
railroads. The States had gone into debt for roads, 
canals, and other internal improvements. Money be- 
came scarce and people could not pay their debts. 
Banks failed. Factories were closed. Laborers were 
thrown out of work. Thousands of families were 
ruined, and there was much suffering throughout the 
country. 

II. 

From the Atlantic to the Pacific. 

"Tippecanoe and Tyler Too." — The Whigs held 
Van Buren responsible for the "hard times." In the 
next election they gave their votes to William Henry 
Harrison for President and John Tyler for Vice- 
President. Harrison was the famous Indian fighter 
who had defeated Tecumseh at Tippecanoe. "Tippe- 
canoe and Tyler, too," became the motto of the 

Whigs. "Harri- 
son is not fit to be 
President," d e- 
clared the Demo- 
crats. "He is only a 
rough old soldier 
and would feel 
more at home in a 
log-cabin than in 
the White House." 
"That's just the 
kind of man we 




A Log-Cabin Campaign Picture of 1840 



GROWTH OF SECTIONAL HOSTILITY 291 



want," replied the Whigs, "a soldier who has fought 
bravely for his country, who lives simply like the 
great mass of people, and who knows what the 
people need." The Whigs adopted the log cabin as 
their symbol. They printed pictures of log cabins 
in their newspapers and on little flags and badges. 
They put log cabins on wheels and had them drawn in 
their processions. Harrison was called "the log cabin 
candidate." The idea seemed to please the people, 
and they elected Harrison. 

Death of the President. — A month after he became 
President, Harrison died. It was the first time a 
President had died in office, and there was mourning 
throughout the country. Vice-President Tyler then 
became President. 

The Telegraph. — A great invention was made 
while Tyler was President. This was the electric 
telegraph. The inventor was Samuel F. B. Morse. 
He had spent many years and 
much money on his invention. 
People thought he was foolish 
to imagine he could ever send 
a message at a distance over 
a little wire. When Morse 
asked Congress for money to 
build a telegraph line from 
Washington to Baltimore, 
many members opposed it. 
"Why not try to build a rail- 
road to the moon?" one of 

them asked. Samuel F. B. Morse 




292 THE STORY OF THE UNITED STATES 

Poor Morse was in agony while he waited. "Un- 
less Congress grants the money," he said, "I am 
ruined. I haven't money enough to pay my board." 
He had built a small telegraph line in the Capitol 
to show what could be done. Members of Congress 
were astonished when they found that they could 
send messages from one part of the building to 
another. Finally they voted the money for the line 
to Baltimore. "What hath God wrought," was the 
first message sent over it. 

Wonders of the Telegraph. — There were people 
who would not believe telegraph messages unless a 
letter or some person arrived to prove their truth. 
One day a message was telegraphed to Washington 
that a meeting of Democrats at Baltimore had se- 
lected James K. Polk as their choice for President. 
People had not thought of Polk for President, and 
they would not believe the message until a man 
arrived from Baltimore with the news that it was 
true. This was the first time the telegraph had been 
used to send the news of an important event and it 
attracted much attention to the telegraph. Other 
telegraph lines were soon built. A few years later 
Cyrus W. Field laid a line on the bottom of the 
Atlantic Ocean from America to Europe. 

What wonderful changes the telegraph has worked 
in the world ! In 1815, when the battle of New Orleans 
was fought, neither army knew that peace had 
already been made, because it took so long to send 
the news from Europe to America. Now a great 
event occurring anywhere can be made known in a 



GROWTH OF SECTIONAL HOSTILITY 293 

few hours by telegraph to all the rest of the world. 
The telegraph enables us to build great railroad sys- 
tems, to have great newspapers, and to carry on the 
business of the world. Perhaps no other invention 
has done more to advance the intelligence and educa- 
tion of mankind. 

Oregon. — James K. Polk was elected President. 
During his term two regions were added to the United 
States which carried our boundaries to the Pacific 
Ocean. One of these was Oregon which then em- 
braced all the region west of the Rocky Mountains 
from California to Alaska. Both the United States 
and England claimed Oregon, and for many years 
held it together. Nobody seemed to care much about 
Oregon. It was two thousand miles from our fron- 
tier. It took six months to reach it. People thought 
settlers would not care to take such a long and 
dangerous journey. Even if they could cross the 
Rocky Mountains, it was said, they would find the 
climate too cold and the soil too sterile for agricul- 
tural purposes. The United States did not want to 
get into a dispute with England about such a worth- 
less region. 

"Fifty-four Forty or Fight." — Before Polk became 
President it was discovered that these ideas were all 
wrong. There were vast riches in Oregon. In some 
] >arts the climate was mild and the land fertile. Presi- 
dent Polk, therefore, determined to assert our claims 
and require England to withdraw. When his plans 
were learned, American settlers poured into Oregon. 
Long trains of emigrant wagons crossed the great 



294 THE STORY OF THE UNITED STATES 

plains and the lofty mountains of the West, and thou- 
sands of Americans made new homes beyond the 
Rockies. 

President Polk claimed for the United States all of 
Oregon south of latitude 54° 40'. England disputed 
that claim. There was much excitement in the 
United States and the cry was raised "Fifty-four 
forty or fight." But neither country wanted war and 
the dispute was settled peaceably. England took the 
region north of latitude 49° ; all south of it fell to the 
United States. Our part was the territory now em- 
braced in Oregon, Washington, Idaho, and parts of 
Wyoming and Montana. Our country then extended 
from the Atlantic to the Pacific Ocean. 

III. 

War With Mexico. 

Americans Settle in Texas. — Another region on 
the Pacific Ocean was conquered, while Polk was 
President, in a war with Mexico. This war grew out 
of the annexation of Texas to the United States. 
Texas had been a part of Mexico, but many Ameri- 
cans had gone there to settle. Most of them were 
from the Southern States and carried their slaves 
with them to Texas. At first Mexico welcomed 
American settlers. But the Americans did not like 
the Mexican government, and began to talk of sepa- 
rating Texas from Mexico. Mexico was alarmed and 
passed laws to stop new settlers from coming to 



GROWT OF SECTIONAL HOSTILITY 295 

any more 



bringing in 



Texas and to forbid their 
slaves. 

"Remember the Alamo." — The Texans then re- 
belled and declared their independence. Mexico at- 
tempted to put down the rebellion. During the war, 
a small band of Texans took refuge in the old fort 
at San Antonio called the "Alamo." The Mexicans 




The Alamo 

under General Santa Anna attacked the Alamo. The 
Texans fought bravely until all but six were killed. 
Santa Anna then took the fort, and put the six pris- 
oners to death. 

The bravery of the Texans and the cruelty of Santa 
Anna aroused the people of Texas. "Remember the 
Alamo" became their battle cry. General Sam Hous- 
ton, a famous Indian fighter and a close friend of 
Andrew Jackson's, took command of the Texan army, 
and met Santa Anna at San Jacinto. "Remember the 



296 THE STORY OF THE UNITED STATES 

Alamo!" shouted the Texans as they charged the 
enemy. They destroyed the Mexican army and made 
Santa Anna a prisoner. This battle won the inde- 
pendence of Texas. 

Texas Becomes a State. — Texas then asked to be 
annexed to the United States. Should her request 
be granted? Nearly ten years passed before this 
question was answered. The South said "Yes ;" the 
North "No." The South wanted Texas because it 
would make another slave State ; for the same reason 
the North opposed it. President Van Buren refused 
to make a treaty admitting Texas to the Union, but 
President Tyler favored annexation and urged Con- 
gress to admit Texas as a State. On the very last 
day of Tyler's term as President, Congress passed 
the law and a few months later Texas became one 
of the United States. 

War With Mexico. — A dispute at once arose be- 
tween Mexico and the United States over the boun- 
dary line of Texas. Mexico claimed the river Nueces 
as the boundary, the United States claimed the Rio 
Grande. In 1846 President Polk sent an army under 
General Zachary Taylor, "Old Zach" as his soldiers 
called him, to seize the disputed territory. The 
Mexicans tried to drive the Americans out, and the 
United States then declared war. 

General Taylor drove the Mexicans out of Texas 
and followed them into Mexico. At Buena Vista 
with five thousand men he met Santa Anna with 
twenty thousand. Santa Anna was so certain of 
victory that he said to an American officer: "Tell 



GROWTH OF SECTIONAL HOSTILITY 297 

General Taylor I advise him to surrender and save 
bloodshed." "General Taylor never surrenders!" 
quickly replied the American. In the battle that fol- 
lowed, General Taylor won a complete victory. 

The Capture of Mexico City.— In 1847 General 
Winfield Scott marched against the City of Mexico. 
With him were two young officers who afterwards 




General Taylor at Buena Vista 

became America's most famous soldiers. They were 
Ulysses S. Grant and Robert E. Lee. Scott landed 
at Vera Cruz, and made a wonderful march over 
rivers and mountains. Santa Anna hastened to oppose 
him. In every battle the Americans were victorious. 
After six months of hard fighting- and marching they 
came to the City of Mexico. The Mexicans fought 
bravely, but were no match for the Americans. After 



298 THE STORY OF THE UNITED STATES 

holding out several days, they were forced to sur- 
render and the American army marched into the 
city. This victory put an end to the war. 

Results of the War. — A third American army was 
sent to conquer California which then belonged to 
Mexico. Many of the settlers in that region were 
Americans. They joined the American army, and 
California was easily conquered. At the close of the 
war, Mexico accepted the Rio Grande as the boundary 
of Texas, and sold to the United States the vast 
region out of which California, Nevada, Utah, Ari- 
zona, and parts of New Mexico, Wyoming and Colo- 
rada have since been formed. 

IV. 

How Slavery Divided Our Country. 

The "Forty-Niners." — California had a delightful 
climate and a fertile soil. The population consisted of 
a few farmers and lumbermen. The Mexican War 
was scarcely over, when gold was discovered in Cali- 
fornia. The news caused great excitement. Hun- 
dreds and thousands started in a wild rush for the 
gold fields. "Ho, for California," was their rallying 
cry. Eager gold-seekers crowded the steamships 
sailing around South America. Others dared the 
deadly fevers of the Isthmus of Panama in their 
hurry to reach California. 

But the greatest rush of all was overland. Thou- 
sands made their way in ox-carts, in prairie wagons, 
on horseback, and even on foot. Those who arrived 



GROWTH OF SECTIONAL HOSTILITY 299 

safely in California had many tales to tell of suffering 
from hunger and thirst and disease. Their routes 
across the plains, the deserts, and the mountains were 
marked by the wrecks of wagons, the white skeletons 
of men and beasts and thousands of graves. Still 
the crowds poured into the "Golden State." This 
rush to California occurred in 1849, and the gold 
seekers of that year called themselves "the Forty- 
Niners." 

Two Views of Slavery. — The next year General 
Zachary Taylor, the hero of Buena Vista, became 
President. Two years later he died and Vice-President 
Millard Fillmore took his place. 

While Taylor was President the "Forty-Niners" 
asked that California be admitted into the Union as 
a State. The question at once arose, "Shall slavery 
be allowed in California?" "Yes," said the South; 
"No," replied the North. Slavery had now divided 
our country into two sections ; the South favored it, 
and the North opposed it. The feeling between them 
was becoming very bitter. It is important that we 
learn how this came about. 

At the close of the Revolution, slaves were held in 
all the States, and few people then thought it wrong 
to own slaves. Most of the slaves were in the South 
where they were useful in raising rice and tobacco. 
After cotton became the chief product of the South, 
slavery became more profitable than ever. So the 
Southern States passed laws to encourage it, and the 
number of slaves increased rapidly. There were never 
many slaves in the North. The climate there was 



300 THE STORY OF THE UNITED STATES 

too cold for them, and slaves were not useful in 
manufacturing and commerce, which were the chief 
industries of the North. As slavery did not pay, the 
Northern States abolished it. Many Northern people 
soon began to think slavery a great moral wrong. 
There were a few who wanted it abolished in all the 
States ; while others thought it ought to be forbidden 
in the territories that might be admitted as States 
into the Union. 

The Missouri Compromise. — Though Congress had 
no power to abolish slavery in any of the States, 
Congress did have power to forbid it in any territory 
before it became a State. In 1820 Missouri asked 
to be admitted as a slave State. The North opposed 
the request ; the South favored it. The dispute 
aroused" much excitement and was the subject of 
great debates in Congress. For a time neither side 
would give way. 

Finally a plan was suggested to Congress to satisfy 
both sides. This plan was to admit Missouri with 
slaves so as to please the South; at the same time 
to declare that no more slave States should be formed 
out of the Louisiana Territory north of the southern 
boundary line of Missouri so as to please the North. 
After a long debate, Congress adopted this plan which 
is known as the Missouri Compromise. 

The Slavery Question Again Arouses Discussion. — 
Neither the North nor the South remained satisfied 
with the Missouri Compromise. Bitter discussions 
again arose over slavery when California asked to 
be admitted as a State. Part of California was north 



GROWTH OF SECTIONAL HOSTILITY 301 



of the Missouri Compromise line, where slavery was 
forbidden, and part was south of it, where slavery 
was permitted. The North declared that California 
must be a free State, and that no slave States should 
be formed out of the territory the United States had 
received from Mexico. To this the South replied that 
that territory belonged to all the people of the United 
States; that the Southern people gave their lives to 
conquer it from Mexico, and that they had the same 
right to take their slaves there as the people of the 
North had to carry their horses and cattle. They 
declared that if their rights were denied them, they 
would separate, or secede from the Union. 

Henry Clay, the "great 
peacemaker," who had settled 
the quarrel about nullification, 
suggested a plan to settle this 
new quarrel. To the South he 
said: To satisfy the North 
let California be admitted as 
a free State. To the North he 
said: The South complains 
that you help her slaves to 
escape, so to satisfy the South 
let us pass a law that United 
States officers must capture 
fugitive slaves and return them to their masters. 
This plan was adopted. 

Abolitionists and the "Underground Railroad." — 
The Northern people did not abide by this agreement. 
Societies were formed in the North to have slavery 




Henry Clay 



302 THE STORY OF THE UNITED STATES 

abolished. Their members were called Abolitionists. 
They spoke and wrote against slavery. They pub- 
lished pamphlets, books and newspapers to show its 
evils. They printed pictures, which they claimed 
showed the hardships and the sufferings of slaves. 
The Northern States passed laws to prevent the cap- 
ture of fugitive slaves. In nearly every Northern 
town, societies were formed to help runaway slaves 
escape. They would hide the slave by day, and at 
night pass him on secretly from town to town until 
he reached Canada in safety. Their plan was so 
secret that it was called {he "underground railroad.'' 
Uncle Tom's Cabin. — Many books were written 
against slavery. The most famous of them was a 
novel called "Uncle Tom's Cabin," written by Mrs. 
Harriet Beecher Stowe. "Uncle Tom" was a poor old 
slave who was treated with great cruelty. The 
Northern people believed that "Uncle Tom's Cabin" 
gave a true idea of slavery. Hundreds of thousands 
of copies were bought and eagerly read. 

The Southern View of Slavery. — The Southern 
people denounced these acts of the North. "Uncle 
Tom's Cabin," they said was false. They declared 
their slaves were treated kindly, cared for in sick- 
ness and old age, and taught the Christian religion: 
that they were better off than negroes in Africa. The 
South demanded that Congress pass laws to prohibit 
such papers and books being sent through the mail. 
They accused the Abolitionists of trying to persuade 
the slaves to rebel against their masters. The con- 
duct of the Abolitionists they declared would some 
day lead to bloodshed. 



GROWTH OF SECTIONAL HOSTILITY 303 

Bleeding Kansas. — The South had cause for these 
fears. While Franklin Pierce, who came after Fill- 
more, was President, the question came before Con- 
gress whether slavery should be permitted in Kansas 
and Nebraska. It was suggested that the people of 
Kansas and Nebraska should be permitted to decide 
the question for themselves, and Congress decided 
to follow this suggestion. Immediately people from 
the North began to pour into Kansas to oppose slav- 
ery; while others from the South poured in to favor 
slavery. Neither side would listen to reason. Both 
took up arms, and there was so much disorder and 
bloodshed in Kansas that the territory became known 
as "Bleeding Kansas." 

Threats of Secession. — The disputes over slavery 
gave rise to a new party called the Republican Party. 
Its motto was "No more slave States." The Republi- 
cans demanded that Congress should forbid slavery 
in all the territories of the United States. All the 
members of this new party, of course, were in the 
North. The Southern people were bitterly opposed 
to it. They now declared that Congress had no power 
to forbid slavery in the territories. Some of the 
Southern States declared that the Republican Party 
was so hostile to them that if a Republican were 
elected President they would withdraw from the 
Union. Such withdrawal was called secession. The 
North denied the right of a State to secede. There 
were men who declared that any State which tried 
to do so should be prevented by force. The two sec- 
tions quarrelled almost as much over secession as 



304 THE STORY OF THE UNITED STATES 

over slavery, and grew more and more hostile to 
each other. 

The Dred Scott Decision. — A decision given by the 
Supreme Court added greatly to the strength of the 
Republican Party. Dred Scott was a slave in 
Missouri. His master carried him into Illinois where 
slavery was forbidden, but later returned with him 
to Missouri. One day Dred's master had him whipped. 
Dred then declared that his master had no right to 
whip him. "Slavery is forbidden in Illinois," he said, 
"so while I was in Illinois, I became free, and my 
master could not make me a slave again. He must 
pay for whipping me." The dispute was carried to 
the Supreme Court, whose duty was to decide what 
the law was. The court decided that Dred did not 
become free in Illinois, and that a master could take 
his slaves anywhere just as he could his horse and 
other property. Besides, said the Court, Congress 
has no right to forbid slavery in the territories. This 
decision was greeted with joy by the South, but it 
aroused great indignation in the North. The Repub- 
lican Party began to work harder than ever against 
slavery. 

John Brown's Raid. — In 1859, while James Buch- 
anan was President, the country was horrified by a 
crime committed in Virginia by a band of Abolition- 
ists. Their leader was John Brown who had already 
become noted for his bloody deeds in Kansas. He 
hated slavery and the masters of slaves. He planned, 
therefore, to go South, arouse the slaves to rebellion, 
and lead them to some strong place in the mountains 
where they could fight for their freedom. 



GROWTH OF SECTIONAL HOSTILITY 305 

To get arms, Brown attacked and captured the 
United States arsenal at Harper's Ferry in Virginia. 
In this attack several men were killed. Before Brown 
and his band could escape, President Buchanan 
ordered a troop of United States soldiers, under the 
command of Colonel Robert E. Lee, to capture him. 
Brown took refuge in the arsenal. A fierce fight 
followed in which most of his men were killed, and 
he himself was captured. He was afterwards tried 
for treason and murder, found guilty and hanged. 

Brown's deed alarmed the South, where he was 
denounced as a murderer. Many Northern people 
also condemned his conduct, but others praised him 
and called him a noble martyr. The South felt that 
this was adding insult to injury. Southern people 
began to feel that their rights, safety, and honor 
were all in danger in the Union. They talked more 
and more about seceding, and an event soon occurred 
that caused them to take that step. 

Election of I860.— The next year, 1860, the Re- 
publicans selected Abraham Lincoln as their choice 
for President. Lincoln was known as a strong oppo- 
nent of slavery and some of the Southern States de- 
clared that if he was elected, they would secede from 
the Union. The Southern people could not agree on 
a man for President, but divided their votes among 
three men. A majority of the Northern people voted 
for Lincoln who was elected President. Thereupon 
seven Southern States seceded from the Union. 



306 THE STORY OF THE UNITED STATES 

REVIEW. 

I. 

NULLIFICATION. 

History. — i. Describe the early career of Andrew Jackson. 
2. What ne wplan of filling offices did he adopt? 3. What is 
it called, and why? 4. Why did the North want a tariff and 
the South oppose it? 5. What is meant by "nullification?" 

6. What great debate occurred in the Senate on this question? 

7. Quote the closing words of Webster's speech. 8. What 
stand did Jackson take on nullification ? 9. How was the dis- 
pute settled? 10. What was the difference between the Whig 
and Democratic parties? 11. For what is the administration 
of Van Buren famous? 

II. 

FROM THE ATLANTIC TO THE PACIFIC. 

Geography. — 1. Bound Oregon and Washington. 2. Where 
would our northern boundary have been if it had been 50 40' ? 

History. — 1. Give an account of the election of Harrison 
and Tyler. 2. How did Tyler get to be President? 3. What 
invention was made, and by whom, while he was President? 
4. Give an account of the first telegraph line. 5. What did 
people at first think of telegraph messages? 6. Name some 
of the benefits of the telegraph. 7. What additions were made 
to our country while Polk was President? 8. What was first 
thought of Oregon? 9. What was meant by "Fifty-four forty 
or fight?" 10. What part of Oregon fell to the share of the 
United States ? 



GROWTH OF SECTIONAL HOSTILITY 307 
III. 
WAR WITH MEXICO. 

Geography. — i. Where is San Antonio? 2. Where is the 
Nueces river? The Rio Grande? Note the region lying be- 
tween these two rivers. 3. On the map of Mexico find Buena 
Vista, Vera Cruz, Mexico City. 4. Trace a line around all 
the region the United States received from Mexico. 

History. — 1. What trouble arose between Mexico and 
Americans in Texas? 2. Give an account of the massacre 
at the Alamo. 3. How did Texas win her independence? 
4. Why did the North oppose, and the South favor, the annexa- 
tion of Texas? 5. When was Texas admitted to the Union? 
6. What dispute arose with Mexico? 7. How did war begin 
between the United States and Mexico? 8. Give an account 
of the battle of Buena Vista. 9. Describe the capture of 
Mexico City. 10. What were the results of the war? 

IV. 

HOW SLAVERY DIVIDED OUR COUNTRY. 

History. — 1. Who were the "forty-niners?" Why were 
they so called? 2. Describe the rush to the California gold- 
fields. 3. W'hat question was raised when California asked 
to be admitted as a State? 4. How was our country divided 
over it? 5. How had the North and the South become divided 
over slavery? 6. What was the,Missouri Compromise? 7. Why 
was not the Missouri Compromise followed when California 
asked to be admitted? 8. What rights did the South claim 
and why? 9. What was Henry Clay's plan for settling this 
dispute? 10. Why was he called "the great peacemaker?" 
11. Who were the Abolitionists? 12. W'hat was the "under- 
ground railroad?" 13. How did the North break the agree- 



308 THE STORY OF THE UNITED STATES 

ment made when California was admitted ? 14. In what famous 
book was the Northern view of slavery expressed? 15. What 
was the Southern view of slavery? 16. Why was Kansas 
called "Bleeding Kansas?" 17. What was the motto of the 
Republican Party? 18. What was meant by secession? 
19. What was the Dred Scott Decision? 20. Give an account 
of John Brown's raid. 21. What were its effects in the North? 
In the South. 22. What was the result of the election of i860? 



CHAPTER XX. 
THE WAR BETWEEN THE STATES. 

I. 

How the War Began. 

The Confederate States of America. — The seced- 
ing States were South Carolina, Georgia, Florida, 
Alabama, Mississippi, Louisiana, and Texas. They 
formed a new union called the "Confederate States 
of America." Jefferson Davis was elected President. 
The Confederates expected the other Southern States 
to join them, but those States thought there was no 
good reason yet for seceding from the United States. 

Lincoln and Davis. — The Union was now divided 
into two hostile countries. Abraham Lincoln was 
President of one, Jefferson Davis of the other. Both 
were born in Kentucky. Lincoln was born in a log 
cabin with a dirt floor and was raised in poverty. 
As a boy he was hired out to the neighboring farmers. 
He ploughed, dug ditches, split rails, and did all the 
other hard work of the farm. He grew up a tall, 
awkward man, strong as a giant, and became noted 
as the best wrestler for miles around. Everybody 
liked him for his good humor, his kindness, and his 
honesty. His friends called him "Honest Abe." 
Lincoln had but little chance to go to school, but he 



310 THE STORY OF THE UNITED STATES 




Abraham Lincoln 



borrowed books, studied at 
home by the light of a light- 
wood fire, and became a 
noted lawyer, and a mem- 
ber of Congress. 
» Jefferson Davis was the 
son of a wealthy planter 
and received an excellent 
education. At sixteen he 
entered the United States 
Military Academy at West 
Point. In the Mexican War 
he was a colonel and won 
praise for his bravery and 
skill as a soldier. Later 
he was a member of the United States Senate. Davis 
was graceful, dignified, and stern. In the Senate he 
became famous as an orator and statesman. 

Both Lincoln and Davis moved away from Ken- 
tucky. Lincoln went to Illinois, a free State, and 
became an opponent of slavery; Davis went to Miss- 
issippi, a slave State, and became a champion of the 
South. 

Lincoln Decides on War. — Would the United 
States let the Confederate States go in peace ? Both 
sides waited for President Lincoln to answer this 
question. Lincoln denied the right of a State to 
secede. Lie declared, therefore, that he would en- 
force the laws and protect the property of the United 
States in the South. Everybody knew that meant 
war, for the Confederates would not recognize the 



THE WAR BETWEEN THE STATES 



311 



authority of the United States, nor surrender the 
forts and other property of the United States which 
they had seized. 

The Surrender of Fort Sumter. — At the entrance 
of Charleston harbor stood Fort Sumter. Above it 
w a v e d the Stars and 
, Stripes. Within was a com- 
pany of United States sol- 
diers under Major Robert 
Anderson. The Confeder- 
ates, under General 
Beauregard, demanded 
that he surrender Fort 

• 

S u m t e r. Anderson re- 
fused, but said that he 
could not hold out long 
without supplies. The 
Confederates declared 
they would permit no sup- 
plies to be sent to him. 

L i 11 C O 1 n, however, at- Jefferson Davis 

tempted to send warships with supplies and men to 
the aid of Fort Sumter. President Davis, therefore, 
ordered Beauregard to capture the fort. 

On April 12, 1861, Beauregard opened fire. His 
cannon poured shot and shell into Fort Sumter. The 
fort caught fire. Smoke, dust and cinders became so 
stifling that Anderson's men had to lie flat on their 
faces and breathe through wet handkerchiefs. For 
two days they held out bravely. Then Anderson 
hauled down his flag and surrendered the fort. 




312 THE STORY OF THE UNITED STATES 

The Call to Arms. — The firing on Fort Sumter 
aroused both North and South. The North demanded 
instant war. Lincoln called for 75,000 men to subdue 
the South, Davis called for 35,000 for her defence. 
Virginia, North Carolina, Tennessee, and Arkansas 
refused to furnish any men to fight the Confederates. 
If they must fight, they said, they would fight for 
■ he South and not against her. They seceded and 
joined the Confederate States. 

Other slave States did not go with the South. 
Delaware and Maryland refused to secede. United 
States troops held Kentucky and Missouri in the 
Union. The western counties of Virginia refused to 
secede and formed the new State of West Virginia. 
In all these States the people were divided. Many 
joined the Confederate armies, others joined the 
Union armies. Often brothers, and even fathers and 
sons, would meet each other on the battlefield, one 
fighting for the Confederacy, the other for the Union. 

How the North Planned to Conquer the South. — The 
purpose of the United States was to destroy the Con- 
federate armies and force the Southern States back 
into the Union. Lincoln sent army after army to 
capture Richmond, the Capital of the Confederate 
States, and to overthrow their government. Other 
armies were sent to conquer the Confederate States 
beyond the Alleghanies. Still others fought for con- 
trol of the Mississippi river so as to cut off Louisiana, 
Texas, and Arkansas from the other Confederate 
States. To prevent the South from getting supplies 
from Europe, war vessels were stationed at all the 



THE WAR BETWEEN THE STATES 313 

Southern ports. The North had many more men and 
much greater wealth than the South, and expected 
to conquer the Confederacy in a few months. 

What the South Wanted. — The Confederates de- 
clared all they wanted was to be let alone. They 
would not make any attack on the United States, but 
were determined to defend their homes and drive 
the invaders from their soil. They knew the North 
was more powerful than the South, but they hoped 
to hold out long- enough for the North to get tired 
and give up the struggle. 

"On To Richmond!" — Soldiers poured into Wash- 
ington from the North, and into Richmond from the 
South. Everywhere flags were flying, drums beating, 
bands playing, and people were talking about war as 
if it were some great holiday excursion. Few people 
seemed to realize what a terrible thing war is. Neither 
side was ready for war. The men had not been drilled 
and trained. They were poorly equipped. Their guns 
were old, their supplies of powder and shot were 
small. But the Northern people would not wait for 
their army to be trained. They wanted the war 
brought to an early end, and "On to Richmond!" 
became their battle cry. 

Battle of Bull Run. — A Union army marched out 
of Washington toward Richmond. The Confederates 
moved forward to meet it. General Irvin McDowell 
commanded the Union forces, while General Beaure- 
gard led the Confederates. They had been classmates 
at West Point. Later General Joseph E. Johnston, 
also a graduate of West Point, took command of the 



314 THE STORY OF THE UNITED STATES 

Confederates. Another Confederate general who 
was a graduate of West Point was Thomas J. Jack- 
son. At Bull Run, near Washington, the two armies 
fought the first great battle of the war. 

In the beginning the Confederates were driven 
back. As they retreated they saw General Jackson 
and his men standing cool and firm. "General, they 
are beating us back," cried a Confederate officer. 
"Sir," replied Jackson, calmly, "we will give them the 
bayonet." Turning to his men, the officer exclaimed, 
"Look, there is Jackson standing like a stone wall. 
Let us conquer or die !" Ever since that day Thomas 
J. Jackson has been known as "Stonewall" Jackson. 
Fresh Confederate troops soon arrived on the battle- 
field, and the Union army was driven back to Wash- 
ington in great confusion. 

II. 

The War at Sea. 

Preparations for War. — Both sides prepared for a 
long and bloody war. Larger armies were raised. 
Lincoln appointed General George B. McClellan com- 
mander of the Union army. McClellan spent many 
months training his men. Northern factories were 
busy making supplies for the Union armies. The 
South, too, was busy. The Confederate commander, 
Joseph E. Johnston, was getting ready to meet 
McClellan. There were not enough factories in the 
South to supply the needs of her armies. The women 



THE WAR BETWEEN THE STATES 315 

of the South worked with their needles, making 
clothes and knitting socks for the soldiers. 

The Blockade and Blockade Runners. — The Con- 
federates hoped for help from England. They ex- 
pected to sell their cotton to English mills and with 
the money buy military supplies. But the United 
States prevented it by the blockade. Armed United 
States vessels prevented ships from entering or leav- 
ing the Confederate ports. The South found it diffi- 




The Advance 

cult to ship out her cotton, or to bring in supplies. 

Sometimes fast-sailing little ships, called blockade- 
runners, would slip by the watchful war vessels. 
Protected by the Confederate forts, they carried out 
cut ton and brought in tools, medicines, uniforms, 
shoes, blankets, arms and ammunition. 

A famous blockade-runner was the Advance, which 
ran in and out of Wilmington, protected by Fort 
Fisher. She made eleven trips to the West Indies, 



316 THE STORY OF THE UNITED STATES 

and brought in large quantities of supplies. On her 
twelfth trip she was captured and destroyed. Other 
vessels like her ran the blockade at New Bern, Wil- 
mington, Charleston, Port Royal, Mobile, New Or- 
leans, and other Southern ports. 

How the Southern Ports Were Closed. — The 
United States sent expeditions to capture the Con- 
federate forts which protected the blockade-runners. 
In 1861, the forts along the sounds of North Carolina 
were taken. Next year a fleet of eighty war vessels 
and a powerful army captured Roanoke Island. They 
then attacked, and after a sharp battle, captured New 
Bern. In 1861 a Union fleet took the forts of Port 
Royal, and the next year captured Savannah. A 
great fleet of ironclads next attacked the forts that 
defended Charleston. After a battle which lasted 
seven days, Fort Sumter was reduced to ruins ; the 
other forts in the harbor were taken, and the port 
of Charleston was closed. 

The Battle of Mobile Bay. — In the summer of 
1864, Admiral David G. Farragut, with a fleet of 
ironclads attacked Mobile. Two forts and a small 
fleet defended the city. To prevent his falling to the 
deck if he should be wounded, Farragut had himself 
tied fast to the mast of his ship. He then ran by 
the forts and attacked the Confederate fleet in the 
harbor. A furious contest followed in which Farra- 
gut was victorious. This victory closed the port of 
Mobile. 

Fall of Fort Fisher. — Wilmington was the only 
Southern port left open to blockade-runners. In De- 



THE WAR BETWEEN THE STATES 



317 



cember 1864, a Union army attacked Fort Fisher 
which protected the city, and was defeated. A month 
later a fleet of fifty-eight vessels and a large army 
made another attack. From the fleet six hundred 
cannon poured shot and shell into the fort, while the 
army attacked from the land side. The Confederates 
fought bravely, but were forced to surrender, and the 




Defense of Fort Fisher 

Union troops then marched into Wilmington. Thus 
the last Confederate port was closed and no more 
supplies could be brought in for the Confederate 
army. 

Suffering in the South. — The blockade caused much 
suffering in the South. Her best and bravest men 
were in the army and the work at home had to be 



318 THE STORY OF THE UNITED STATES 

done by the women, children, and slaves. They 
worked hard, but they could not begin to supply all 
the things needed. The people suffered for food and 
clothing because the prices of everything were 
so high. Before the war was over, a gallon 
of molasses cost $8. It took $50 to buy a bushel 
of meal, and $250 to buy a barrel of flour. A 
pair of boy's boots cost $150. Most of the bovs, and 
many men and women, had to go barefoot, even in 
winter. Sometimes shoes were even made of wood. 




Wooden Shoes Worn by Confederate Soldiers 

Carpets were torn up from the floors and cut into 
blankets. Everybody had to do without the ordinarv 
comforts and necessities of life. It was the blockade, 
even more than the Union armies, that brought about 
the defeat of the South. 

The Battle of the Ironclads.— The Confederates 
built vessels which they hoped would break through 
the blockade. One of these vessels was the Merrimac, 
which they had captured from the United States. 
They covered her with iron, changed her name to 
Virginia, and sent her to destroy the wooden vessels 
that were blockading Norfolk. The shot from the 



THE WAR BETWEEN THE STATES 



319 



United States ships bounded off the iron sides of the 
Virginia without doing- her any injury. In a single 
day, she sunk one ship, captured another, and forced 
a third to run aground. Night then came and she de- 
cided to wait for morning to finish her work. 

The next morning the Virginia found herself op- 
posed by a queer little vessel that looked like a raft 
with a round iron box perched in the center. In this 
iron box, or turret, were two big guns. The turret 




Battle Between Monitor and Mersimac 

revolved so the guns could be fired in any direction. 
The Confederates called this odd looking vessel "a 
Yankee cheese box on a raft." It was the Monitor, 
a new ironclad just built for the United States. 

Both iron monsters opened fire, but neither could 
injure the other, and finally both withdrew from the 
contest. Although not a man was killed on either 
side, yet they had fought one of the most famous 
naval battles in all history. It was the first battle 
between ironclads. The whole world heard of it with 



320 THE STORY OF THE UNITED STATES 

astonishment. All the nations saw at once that 
wooden vessels were no longer useful in war, and 
began to build ironclads. The battle between the 
Virginia and the Monitor was the beginning of the 
great navies of today. 

Famous Confederate Cruisers. — Though England 
refused to help the Confederates directly, she gave 
them much indirect aid. She allowed them to build 
armed vessels in her ports to destroy the commerce 
of the United States. Famous among these vessels 
were the Alabama, commanded by Admiral Raphael 
Semmes, and the Shenandoah, commanded by Cap- 
tain James I. Waddell. The Alabama and the Shenan- 
doah destroyed many United States merchant vessels 
and captured millions of dollars worth of property. 
Finally in 1864, the Kersearge, one of the finest ships 
in the United States navy, attacked and sunk the 
Alabama. The Shenandoah met a better fate. The 
United States tried hard to capture her, but she 
escaped, and six months after the war was over, 
reached an English port and was turned over to 
England by her gallant captain. She was the only 
ship to carry the Confederate flag around the world. 

III. 

Fighting for the Mississippi. 

The Capture of Fort Donelson. — On land the first 
important battles, after Bull Run, were fought west 
of the Alleghanies. There the Union armies were 
trying to drive the Confederates out of Kentucky, 



THE WAR BETWEEN THE STATES 321 

overrun Tennessee, and open the way to march 
against Georgia. They also wanted to get control 
of the Mississippi river. 

The Confederates had built a line of forts across 
Northern Tennessee. Among them were Fort Henry 
on the Tennessee river, and Fort Donelson on the 
Cumberland river. Early 1862, General Ulysses S. 
Grant attacked these forts with an army twice the size 
of the Confederate army supported by a fleet of gun- 
boats. Fort Henry fell easily into his hands, but 
Fort Donelson held out for several days. The Con- 
federates were then compelled to surrender, and 
Grant marched into Tennessee. 

The Battle of Shiloh. — The Confederate general, 
Albert Sidney Johnston, met Grant at Shiloh in a 
battle that raged for two days. On the first day, 
Johnston was victorious. But late in the afternoon, 
while leading a charge, he was killed. His death was 
a seripus loss to the Confederates. During the night, 
fresh troops came to Grant's aid, and the next morn- 
ing he attacked the Confederates, then under Beaure- 
gard, and defeated them. 

Fighting for the Mississippi. — While Grant was 
fighting Johnston, two Union forces were trying to 
secure control of the Mississippi river. One captured 
Island No. Ten in the northern part of Tennessee. 
A few weeks later, the city of Memphis was captured. 
These victories gave the North control of the river as 
far south as Vicksburg. 

At the same time a powerful fleet, under Admiral 
Farragnt, advanced against New Orleans. The citv 



322 THE STORY OF THE UNITED STATES 

was defended by two forts and a fleet of gunboats. 
The Confederates also stretched enormous chains 
across the river to prevent the passage of Farragut's 
vessels. Farragut broke these chains, boldly ran by 
the forts, destroyed the Confederate fleet, and cap- 
tured New Orleans. His victory gave the United 
States the largest city in the South, and control of 
the mouth of the Mississippi river. 

Fall of Vicksburg. — Vicksburg was the only im- 
portant point on the great river now held by the Con- 
federates. The city was strongly fortified and de- 
fended by General Pemberton. Twice the Union 
armies and gunboats attacked the Confederates and 
both times were defeated. Finally in January, 1863, 
Grant surrounded the city with 75,000 men. His 
plan was to starve the Confederates into surrender. 
The contest lasted six months. Day after day Grant's 
cannon poured shot and shell into the doomed city. 
The people sought refuge in caves and cellars. Their 
food gave out. They lived on horse flesh, dogs, and 
even rats. Starvation at last forced them to sur- 
render. On July 4, 1863, the Stars and Stripes were 
raised over Vicksburg. But not a cheer went up 
from the Union soldiers. They declared they would 
not exult over the brave Confederates who had dared 
and endured so much. The North, as we shall see, 
heard the news of its victory at Vicksburg while it 
was rejoicing over a still greater victory at Gettys- 
burg, in Pennsylvania. 

"The Rock of Chickamauga." — The most im- 
portant place west of the Alleghanies now held by 



THE WAR BETWEEN THE STATES 323 

the Confederates was Chattanooga. It was defended 
by General Braxton Bragg. A Union army under 
General W. S. Rosecrans forced Bragg to withdraw 
from the city and retreat into Georgia. At Chicka- 
mauga, Bragg turned and hurled his little army on 
Rosecrans. They fought one of the greatest battles 
of the war, in which the Confederates won a brilliant 
victory. The fleeing Union army was probably saved 
from capture by the gallant stand of General George 
H. Thomas. His stand checked the Confederates and 
enabled Rosecrans to reach Chattanooga in safety. 
It won for General Thomas the title of the "Rock of 
Chickamauga." 

The Battle Above the Clouds. — Bragg followed 
Rosecrans into Tennessee and posted his men on top 
of Lookout Mountain. More troops were sent to 
reinforce Rosecrans, and Grant himself hurried to 
Chattanooga to take command. He advanced at once 
to attack Bragg on Lookout Mountain. Heavy mists 
hung over the mountain below the two armies. For 
this reason this battle is sometimes called the "Battle 
above the Clouds." Bragg was outnumbered, de- 
feated, and compelled to retreat again into Georgia. 

The Union forces now held Tennessee, and con- 
trolled the Mississippi river. Louisiana, Texas, and 
Arkansas were cut off from the other Confederate 
States. 

IV. 
The War in the East. 

McClellan's Advance on Richmond. — While these 
battles were being fought in the West, the greatest 



324 THE STORY OF THE UNITED STATES 

armies ever raised in America were fighting in the 
East. In the spring of 1862, General McClellan 
landed 120,000 men near Yorktown and advanced 
against Richmond. At the same time 40,000 men, 
under General McDowell, were advancing from 
Washington. General Joseph E. Johnston with 
60,000 Confederates opposed McClellan. The Con- 
federates, fighting every step of the way, fell back 
until both armies came within sight of Richmond. 
Johnston then turned on McClellan, and in the hard 
fought battle of Seven Pines checked his advance. 

Robert Edward Lee. — In this battle Johnston was 
wounded, and President Davis appointed Robert E. 
Lee to command the Confederate army. Lee was a 

son of "Light-Horse Harry" 
Lee of the Revolution. Like 
"Stonewall" Jackson and 
Joseph E. Johnston, he had 
graduated at West Point. 
In the Mexican War he won 
great fame for his skill as a 
soldier and for his devotion 
to duty. He was General 
Scott's favorite officer. 
When war began between 
the United States and the 
Confederacy, Scott advised 
Lincoln to select Lee to 
command the United States 
armies. But Lee would not 
accept. He was opposed to 




Lee 



THE WAR BETWEEN THE STATES 



325 




secession, but he declared 
he could not draw his sword 
against his native State. 
So he resigned from the 
United States army, and 
when Virginia seceded, he 
was placed in command of 
the Virginia troops. 

Lee was a large, hand- 
some man, modest, and sin- 
cere. He was a born fighter 
and soon won the devotion 
of his soldiers. Nothing 
would have pleased him 
more than to charge at the "Stonewall Jackson 

head of his troops. But every time he tried it his 
men would cry out: "General Lee to the rear! Gen- 
eral Lee to the rear!" They would not charge until 
he was in a place of safety. In the battles around 
Richmond, Lee showed himself to be one of the 
world's greatest commanders. 

"Stonewall's Foot-Cavalry" in the Shenandoah. — 
To keep McDowell from going to McClellan's aid, 
"Stonewall" Jackson advanced up the Shenandoah 
valley as if he meant to attack Washington. Four 
Union armies were sent to crush him. But Jackson 
moved so rapidly, advancing, attacking, retreating, 
that he kept his enemies from uniting, and defeated 
them one at a time. In four weeks he marched four 
hundred miles, won six victories, and defeated four 
armies. People called his men "Stonewall's foot- 



326 THE STORY OF THE UNITED STATES 

cavalry." President Lincoln, fearing for the safety 
of Washington, ordered McDowell back to its de- 
fence and left McClellan alone to meet Lee. But 
Jackson did not attack Washington; he secretly 
slipped out of the Shenandoah valley and hastened 
to join Lee against McClellan. 

How Lee and Jackson Saved Richmond. — The 
battles around Richmond lasted a week and are 
known as the "Seven Days Battles." Lee and Jack- 
son drove McClellairs great army back from Rich- 
mond and saved the city. Lincoln then ordered 
McClellan to move his army back to Washington. 
Then he removed McClellan and put General John 
Pope in command. Pope advanced toward Richmond, 
but on the old battlefield of Bull Run Lee and Jackson 
swept down on him, and completely routed his army. 
Lee then marched into Maryland. 

"Maryland, My Maryland."— The Confederates 
advanced singing "Maryland, My Maryland." Lee 
hoped to win a victory that would cause Maryland 
to secede from the United States and bring many 
Marylanders to join his army. But he was disap- 
pointed. At Sharpsburg on Antietam creek he met 
the Union army, again under the command of 
McClellan. The two armies fought one of the 
bloodiest battles of the war; but neither could claim 
a victory. Lee beat back McClellairs attack, but his 
advance had been checked, and he had to withdraw 
into Virginia. 

Lincoln Declares the Slaves Free. — Lincoln 
thought this a good time to put an end to slavery. 



THE WAR BETWEEN THE STATES 



327 



lie had always said that his only purpose in the war 
was to overthrow the Confederacy and save the 
Union. To free the slaves he thought would weaken 
the South and make her defeat easier. So after Lee's 
retreat from Maryland, Lincoln declared that unless 
the South laid down her arms by January 1, 1863, he 
would then declare the slaves free. When January 
1, 1863 came, the South was still fighting, so Lincoln 
issued his famous Emancipation Proclamation which 
gave freedom to three million slaves. 

Lee's Victories in Virginia. — McClellan followed 
Lee so s 1 o w 1 y 
that Lincoln 
again took the 
command away 
from him, and 
put General Am- 
brose E. Burn- 
side, w h o had 
captured New 
Bern, in his place. 
A t Fredericks- 
burg Lee defeat- 
ed Burnside with 
h e a v y losses. 
Lincoln then sent 
General Joseph 
Hooker, — known 
as "Fighting Joe 
Hooker," — to try 

!_• r , " Last Meeting of Lee and Jackson 

against Lee. But "Fighting Joe" met no better fate 




328 THE STORY OF THE UNITED STATES 

than Burnside, for Lee and Jackson fell upon him 
at Chancellorsville and completely routed his army. 
But the Confederates paid dearly for their victory. 
"Stonewall" Jackson, riding through the woods at 
night, was mistaken for a Union officer and mortally 
wounded by his own men. He died May 10, 1863. "I 
have lost my right arm," said General Lee sadly, 
when he heard of Jackson's death. 

Gettysburg. — With his victorious army, Lee now 
turned northward. He swept rapidly around Hooker's 
army, crossed the Potomac river, marched through 
Maryland, and entered Pennsylvania. Alarm spread 
through all the North. Philadelphia and Baltimore 
were beside themselves with fright. Lincoln trembled 
for the safety of Washington. He removed "Fight- 
ing Joe" Hooker and put General George Meade in 
command of the Union army. The two armies met at 
the little town of Gettysburg in Pennsylvania. With 
70,000 Confederates, Lee attacked Meade's army of 
100,000 Union troops. The battle lasted three days, 
July 1, 2, 3, 1863. Lee's men fought with great 
courage. On the first day they were victorious. On 
the second day they failed to drive their foes back. 

On the third day the Confederates tried to break 
the Union line in one of the most famous charges 
in all history. Across an open field, up a sloping 
hill, against a high rock wall, 15,000 Confederate 
soldiers charged the Union line. Shot and shell swept 
their ranks, but they pressed bravely on. Up the hill, 
over the rock wall, right in among the enemy's 
cannon, they dashed! But the men in blue stood 



THE WAR UETYYEEN THE STATES 



320 



firm and drove the men in gray back with great 

losses. 



The battle of Gettysburg was over, 
greatest battle ever fought in America, 
hundred thousand men were engaged. 



It was the 
Nearly two 
More than 

forty thousand were killed and wounded. The North 
had won a great victory. While it was rejoicing 
over this victory news came of the victory Grant had 
won the same day at Vicksburg. 

From Gettysburg Lee had to retreat into Virginia, 
and Washington was saved. Lincoln blamed Meade 
for permitting Lee to escape so easily and decided to 
remove him from command and put Grant in his 
place. 

V. 

Lee and Grant. 

"Unconditional Surrender" Grant. — Grant's vic- 
tories in the West had shown him to be the greatest 
of the Union generals. Like Lee, he was a graduate 
of West Point, and had 
f ( night bravely in the Mexi- 
can War. He then left the 
army and tried to earn his 
living by farming, clerking, 
and in other ways, but 
failed in all. He fell deeply 
in debt, and his life seemed 
wrecked, when the begin- 
ning of the war gave him a 
new opportunity. Grant 




330 THE STORY OF THE UNITED STATES 

When he first offered his services to President Lin- 
coln he modestly said that perhaps he would be 
able to command a regiment. His victory at Fort 
Donelson made him famous. When the Confederates 
asked Grant what terms he would give if they sur- 
rendered, Grant demanded an "unconditional sur- 
render." This answer greatly pleased the North. 
People said that the "U. S." in Grant's name stood 
for "Unconditional Surrender." Pie was promoted 
again and again, until he reached the highest rank 
in the United States army. 

Grant was cool and calm in battle. Nothing 
seemed ever to disturb him. He was a hard fighter, 
and though often defeated, would never give up. He 
always pushed right on, determined to fight his enemy 
no matter what it cost. Once some people who dis- 
liked Grant, urged Lincoln to remove him from com- 
mand. "I can't spare that man," replied Lincoln, "he 
fights." After Gettysburg, Lincoln resolved to send 
Grant against Lee in Virginia. 

Lee and Grant in Virginia. — The greatest of the 
Union generals now faced the greatest of the Con- 
federate generals. Grant had 120,000 men; Lee had 
60,000. Grant's plan was to overwhelm Lee by num- 
bers. During the summer of 1864 the two armies 
fought the bloodiest battles of the war. In the 
Wilderness, at Spottsylvania, at Cold Harbor, Lee's 
ragged, hungry troops hurled back Grant's powerful 
army again and again. Though beaten, Grant still 
pressed on. "I shall fight it out on this line if it 
takes all the summer," he wrote to President Lincoln. 



THE WAR BETWEEN THE STATES 331 

In these battles Grant lost nearly three times as 
manv men as Lee. But the North sent others to take 
their places and Grant's army grew stronger all the 
time. His men were supplied with everything that an 
army needs. The South had no more men to send 
to Lee, and day by day his army grew smaller. On 
account of the blockade, they were poorly armed, 
short of ammunition, ragged and hungry. Often they 
had nothing to eat except parched corn. 

In the Trenches at Petersburg. — -In the summer of 
1864, Grant passed around Lee's army and moved 
against Petersburg. If he could capture that place 
he could force the Confederates to surrender Rich- 
mond. But again he found Lee facing him. The 
Confederates threw up breastworks to protect Peters- 
burg, and behind them dug long, deep trenches, in 
which they stood and fought. Often they had to 
stand for hours knee-deep in cold mud and water. 
They suffered from cold, hunger, and sickness. Yet 
they were compelled always to be on the alert and 
ready for duty. Even when asleep they wore their 
clothes and slept on their arms. At any moment they 
might be awakened by a call to battle, for day and 
night the Union troops kept up their attacks. Lee 
had scarcely half as many men as Grant, yet he held 
Grant at bay for eight months. 

The Fall of Richmond.— Finally on April 3, 1865, 
Lee decided that he could hold out no longer and 
withdrew from Petersburg. President Davis and the 
other Confederate officials fled from Richmond. Grant 
sent a few troops to capture Richmond, while with 



332 THE STORY OF THE UNITED STATES 

100,000 men he set out in hot pursuit of Lee. Lee 
retreated westward hoping to unite with Johnston 
who was retreating before Sherman in North 
Carolina. 

Sherman Captures Atlanta. — When Grant was 
sent against Lee, General William Tecumseh Sher- 
man took command of the Union army in the West. 
Next to Richmond, Atlanta was then the most im- 
portant place in the South. So while Grant was 
trying to take Richmond, Sherman was trying to 
capture Atlanta. General Joseph E. Johnston op- 
posed him. Johnston's army was too small to risk 
an open battle, but several times he beat off Sher- 
man's attacks. As Sherman advanced, Johnston re- 
treated, doing all he could to delay Sherman and 
to weaken his army. 

But President Davis became impatient. He wanted 
the Confederates to fight Sherman. As Johnston 
would not risk a battle, Davis put General John B. 
Hood in his place. Hood was a bold and fearless 
soldier, but not as great a general as Johnston. He 
boldly hurled his little army against Sherman, fought 
three battles, and lost them all. Sherman then cap- 
tured and burned Atlanta. These victories not only 
gave him control of Georgia, but they also cut the 
Confederacy in two. 

Sherman's March to the Sea. — Sherman now re- 
solved to march to Savannah, to overrun South Caro- 
lina and North Carolina, and then to unite with Grant 
against Lee. His plan was to destroy as much prop- 
erty as possible and to make the Southern people 



THE WAR BETWEEN THE STATES 333 

suffer for resisting the United States. "I will make 
Georgia howl," he said. From Atlanta to Savannah, 
there was no Confederate army to oppose him. His 
march was like a holiday excursion for his men, but 
it was a terrible event for Georgia. The Union troops 
tore up railroads, burned houses, destroyed the crops. 
and plundered the people. Sherman declared they 
destroyed a hundred million dollars worth of prop- 
erty. They left the country in ruins and the people 
in misery. After a march of three hundred and fifty 
miles, Sherman reached Savannah and captuied the 
city. 

Johnston's Last Stand. — Sherman then turned 
upon South Carolina. He was resolved to punish 
that State for having led the way in secession. "I 
tremble for the fate of South Carolina," he said. His 
men laid waste the country far and wide. They 
captured and burned the city of Columbia; and leav- 
ing it in ashes, marched into North Carolina. 

President Davis again sent General Johnston to 
oppose Sherman. At Bentonville, March 19, 1865, 
they fought their last battle. Johnston was driven 
from the field and retreated toward Raleigh hoping to 
unite with Lee. 

Lee and Grant at Appomattox. — But Lee's army 
had already been surrounded by an army four times 
its own size. Lee knew that it was useless to resist 
any longer. So on April 9, 1865, at Appomattox 
Court House, he met Grant to arrange for the sur- 
render of his little army. Lee, tall and dignified, wore 
a fine sword and a handsome new uniform. Grant 



334 THE STORY OF THE UNITED STATES 



had no sword and was in his old, dusty uniform which 
he had worn on his inarch. These two great men 
greeted each other in a friendly manner. In a plain 
farmhouse, quietly and simply, they took part in one 
of the greatest events in all history. 

Grant offered to let Lee's men go home if they 
would promise not to take up arms again. He per- 
mitted them to keep their horses and mules, for, said 




General Robert E. Lee on His Horse "Traveller" 

he, "they will need them in the spring ploughing." 
On these terms, Lee surrendered his army. He told 
Grant that his men were starving, so Grant sent them 
supplies from his own army. The men in blue gladly 
shared their food with those in gray. 

Lee's Farewell to His Army. — Lee rode sadly back 
among his own men. They pressed around him, tears 
running down their sunburnt cheeks, eager to clasp 
his hand, or even to touch his horse. "We have 



THE WAR BETWEEN THE STATES 



335 



fought through the war together," he said to them, 
"I have done the best 1 could for you. My heart is 
too full to say more." The next day he bade them 
goodbye, mounted his famous gray horse, "Traveller" 
and went to his home in Richmond. 

The Capture of President Davis. — A few days 
later, near Durham, 
N. C, Johnston surren- 
dered his army to Sher- 
man. The war was over. 
President Davis a n d 
other leading Confeder- 
ates tried to escape from 
the United States, but 
they were captured and 
imprisoned. After a 
brief imprisonment all 
were released. Davis 
spent the last year of his 
life quietly on his Mississippi plantation. 

Death of Lincoln. — While the North was rejoicing- 
over its great victory, a terrible crime was committed 
that shocked the whole world. Lincoln was murdered! 
A few nights after Lee's surrender, while the Presi- 
dent was at a theater, an actor slipped up behind him 
and shot him in the head. He died the next day, 
mourned by the South as well as by the North. The 
very day of his death, he had spoken kind words of 
the South, promising fair treatment and justice; and 
the South felt that in his death, she had lost a true 
friend. 




House in which Johnston 
Surrendered 



336 THE STORY OF THE UNITED STATES 

REVIEW. 

I. 

HOW THE WAR BEGAN. 

Geography. — i. On your map of the United States, draw a 
line around the Confederate States. 2. Measure the distance 
from Washington to Richmond. 3. What rivers have to be 
crossed from one city to the other? 4. What Confederate 
States were between the Alleghanies and the Mississippi? 
5. What Confederate States west of the Mississippi? 6. Where 
is Bull Run ? 

History. — 1. What seven States seceded after the election 
of Lincoln? 2. Describe Lincoln's early life. 3. Describe 
Davis' early life. 4. What did Lincoln say about the seceded 
States? 5. Describe the attack on Fort Sumter. 6. What was 
the effect of this attack in the North? In the South. 7. What 
other States now seceded? 8. What slave States refused to 
secede? 9. What were the plans of the North for conquering 
the South? 10. What were the plans of the South? 11. What 
is said about the preparations for war? 12. Who were the 
leaders in the battle of Bull Run? 13. How did General Jack- 
son get the name "Stonewall?" 14. What was the result of 
the battle of Bull Run ? 

II. 

THE WAR AT SEA. 

Geography. — 1. Where are the following ports: New 
Bern, Wilmington, Port Royal, Charleston, Mobile, New Or- 
leans? 2. The battle between the Merrimac and Monitor was 
fought in Hampton Roads at the mouth of the James river. 
Find the place. 



THE WAR BETWEEN THE STATES 337 

History. — i. What effect did the battle of Bull Run have 
on both sides? 2. Why was the North better able to supply 
its armies than the South? 3. How was the South prevented 
from getting supplies from Europe ? 4. What were the block- 
ade-runners? 5. What were the chief Southern ports? 6. Tell 
how they were closed. 7. Describe the battle of Mobile Bay. 

8. Describe the fall of Fort Fisher. What effect did its loss 
have on the South? 9. Describe the effects of the blockade 
in the South. 10. How did the Confederates try to break 
through the blockade at Norfolk? it. Describe the Monitor. 
12. Give an account of her battle with the Merrimac. 13. What 
effect did it have on the navies of the world? 14. How did 
England indirectly help the South? 15. Give an account of 
the Alabama. Of the Shenandoah. 

III. 
FIGHTING FOR THE MISSISSIPPI. 

Geography. — 1. Trace the Cumberland and Tennessee rivers. 
2. Where is Nashville, Term. ? Shiloh ? Memphis ? Chatta- 
nooga ? Vicksburg, Miss. ? Chickamauga, Ga. ? 

History. — 1. What were the Union armies west of the Alle- 
ghanies trying to do? 2. How did the Confederates defend 
Tennessee? 3. Give an account of the capture of Fort Donel- 
son. 4. Describe the battle of Shiloh. 5. Why was the control 
of the Mississippi river important? 6. What victories gave 
the North control of it north of Vicksburg? 7. Describe the 
battle of New Orleans. 8. Describe the siege of Vicksburg. 

9. Who was called "the Rock of Chickamauga," and why? 

10. Describe "the battle above the clouds." 11. What were 
the results of the fighting west of the Alleghanies? 



338 THE STORY OF THE UNITED STATES 

IV. 

THE WAR IN THE EAST. 

Geography. — i. Where is Yorktown, Va.? 2. What river 
Jc: -•— bi-n/— 1 on? 3. Where is the Shenandoah valley? 
4. Where is Sharpsburg, Md. ? 5. Where is Fredericksburg, 
Va. ? Chancellorsville ? Gettysburg, Pa. ? 

History. — 1. Give an account of McClellan's advance on 
Richmond. 2. How and where was he checked? 3. What 
misfortune befell General Johnston ? 4. Who succeeded Johns- 
ton in command of the Confederate army? 5. Who was Lee's 
father? 6. Where did Lee receive his military education? 
7. In what war had he already won fame? 8. What posi- 
tion was offered him at the beginning of the War Be- 
tween the States? 9. Why did he refuse it? 10. De- 
scribe Lee as a soldier. 11. How was McDowell pre- 
vented from helping McClellan? 12. What were Jackson's 
men called and why? 13. What were the "Seven Days Bat- 
tles," and what was their result? 14. Give an account of the 
second battle of Bull Run. 15. Describe Lee's invasion of 
Maryland, and its results. 16. What action did Lee's retreat 
from Maryland cause Lincoln to take? 17. When were the 
slaves declared free? 18. In what States were the slaves 
declared free? In what States, were they not declared free? 
19. Give an account of the battle of Fredericksburg. 20. Of the 
battle of Chancellorsville. 21. Describe Lee's invasion of Penn- 
sylvania. 22. Describe the battle of Gettysburg. 23. What 
other victory did the North win on the same day ? 

V. 

LEE AND GRANT. 

Geography. — 1. On the map of Virginia find Spottsylvania, 
Cold Harbor, Petersburg, and Appomattox. 2. Where is 



THE WAR BETWEEN THE STATES 339 

Atlanta? 3. Draw a line showing Sherman's march from 
Chattanooga to Atlanta, thence to Durham through Savannah, 
Charleston, Columbia, Eayetteville, Gpldsboro and Raleigh. 

History. — 1. Who succeeded Meade in command of the 
Union army ? 2. Give an account of Grant's early life. 3. How 
did he win fame in the battles of the West? 4. Describe 
Grant as a soldier. 5. Describe the battles of Lee and Grant 
in Virginia. 6. Describe the siege of Petersburg. 7. Why did 
Lee finally retreat? 8. What were his plans? 9. Who suc- 
ceeded Grant in the West ? 10. Give an account of his advance 
on Atlanta. 1 r. Describe Sherman's march to the sea. 12. Give 
an account of Sherman's invasion of South Carolina. 13. When 
and where was his last battle fought? Who was the Con- 
federate commander? 14. When Johnston retreated, what 
was his plan? 15. How were Lee and Johnston prevented 
from meeting? 16. Describe Lee's surrender. 17. Describe 
his farewell to his soldiers. 18. Where did Johnston sur- 
render to^ Sherman? 19. What was the fate of President 
Davis ? 20. Describe the death of President Lincoln. 21. Why 
was it a great misfortune for the South? 



CHAPTER XXI. 
OUR RE-UNITED COUNTRY. 

I. 

Reconstruction. 

What the War Decided. — During the war thou- 
sands of lives had been lost, immense sums of money 
had been spent, and millions of dollars' worth of 
property had been destroyed. It cost all this to de- 
cide the two great questions, secession and slavery, 
that had divided our country. The war settled that 
no State could secede from the Union; and it abol- 
ished slavery. During the war, as we have seen, 
Lincoln declared free the slaves in the Confederate 
States. Slaves were also held in five other States 
which had not joined the Confederacy. After the 
war slavery was abolished in them also, and a change 
was made in the Constitution of the United States, 
which forbade slavery anywhere in our country. 

The Soldiers' Return. — The war was over, and the 
soldiers of both armies returned to their homes. In 
Washington a great celebration was held in honor 
of the Union army. The city was gaily decorated 
and tens of thousands cheered the victorious boys in 
blue. Throughout the North honors and rewards 
awaited them. 



OUR RE-UNITED COUNTRY 



341 



How different was the Confederate soldier's re- 
turn! He reached home ragged, hungry, penniless. 
Everywhere ruin and suffering greeted him. Where 
he had left a beautiful home, he found, perhaps, a 
heap of ashes. His farm, once green with corn or 
white with cotton, was a waste place covered with 
weeds and grass. His barn and fences had fallen 
down. There was nothing to cheer him except the 
love of his family and friends. But he did not com- 
plain ; he went bravely to work to rebuild his ruined 
home. 

The Victors and the Vanquished. — How anxiously 
all waited to learn how the victorious North was 
going to treat the vanquished South. Many North- 
ern people demanded that 
Davis and other Southern 
leaders be punished, that the 
old Southern States be de- 
stroyed and new ones, with 
new names, be made out of 
their territory. 

Lincoln opposed all such 
plans. "I hope there will be 
no persecution," he said, "no 
bloody work after the war is 
over. No one need expect me 
to take any part in hanging 
or killing those men." The South, he thought, had 
suffered enough. He was ready for the Southern 
Slates to come back into the Union if the people 
would agree to the freedom of the slaves, and swear 
to support the Constitution of the United States. 




Andrew Johnson 



342 THE STORY OF THE UNITED STATES 

Lincoln was murdered, and Andrew Johnson, the 
Vice-President, became President. Johnson wanted 
to carry out Lincoln's plans, but the Northern people 
did not trust him and would not listen to what he 
said. Congress resolved not to follow his advice, but 
adopted plans of its own for the Southern States. 
These plans are known as "Reconstruction." Re- 
construction brought dark days to our country. 

The Carpet-Baggers. — Congress overthrew the 
governments the white people had set up in the 
Southern States. It passed laws which forbade the 
best class of Southern men to vote, or to hold office, 
but gave those rights to the negroes. Many North- 
ern adventurers sought fortunes in the South. It 
was said they brought nothing except carpet-bags 
which they expected to fill with plunder. They were, 
therefore, called "carpet-baggers." By the votes of 
ignorant negroes the carpet-baggers got control of 
the State governments. They wasted and stole 
millions of dollars. Schools were closed; business was 
ruined; crime was not punished; and there was no 
peace or safety for the South. To protect the carpet- 
baggers, and compel obedience to their rule, United 
States soldiers were stationed in the Southern States. 

The Union League. — When the war closed, there 
was no unkind feeling between the old slaves and 
their former masters. But the carpet-baggers soon 
set the negroes against the Southern white people. 
They formed the negroes into secret societies called 
"The Union League," to help keep themselves in 
office. The poor negroes knew no better than to 



OUR RE-UNITED COUNTRY 



343 



follow these bad men. Wherever these societies were 
formed the houses and barns of white men were 
burned; their cattle were stolen; murders were com- 
mitted. The white people believed these crimes were 
committed by "The Union League" and determined 
to break it up. 

"K. £. K." — Tn certain parts of the South strange 
events now occurred. During dark nights tall figures 
on black horses were often seen riding swiftly along 
lonely roads, or moving silently 
around the hut of some well- 
known negro. Long white robes 
flowed from their shoulders which 
made them appear to be seven or 
eight feet high. They made no 
noise, they spoke no word, but 
they moved rapidly. Carpet- 
baggers often received notes 
signed "K. Iv. K.," warning them 
against their conduct. Negroes 
who took an active part in the 
Union League were whipped by 
unknown men, and those who 
committed crimes were often 
found dead with the letters 
"K. K. K." pinned on their 
bodies. 

What did it all mean? What were the "K. K. K.'s?" 
People said they were the ghosts of soldiers who had 
come back from the battlefields to punish wicked 
negroes and carpet-baggers. These stories terrified 
the poor negroes. Tn many places they refused to 




A Kv Klix Costume 



344 THE STORY OF THE UNITED STATES 

follow the carpet-baggers, or to act against the 
Southern whites. 

The letters, "K. K. K." stood for Ku Klux Klan, 
a society formed by the white people to oppose the 
Union League. Everything about it was secret. No- 
body except its members knew who belonged to it. 
The Ku Klux Klan did many wrong things, but it 
made bad men behave, punished crime which carpet- 
bag officers refused to punish, and protected the lives 
and property of the white people. Both the Union 
League and the Ku Klux Klan were finally broken 
up and peace and order were then restored in the 
South. 

II. 

Victories of Peace. 

"Let Us Have Peace." — General Grant succeeded 
Andrew Johnson as President. The people of the 
United States were tired of strife and violence ; every 
section of our country longed for peace. So when 
Grant shortly before his election wrote a letter in 
which he said, "Let us have peace," both North and 
South rejoiced. Several Southern States voted for 
Grant, hoping that his election would bring peace to 
them. Their hopes were not at once realized for 
many dark days were still before the South. 

The Atlantic Cable. — But it is time for us to turn 
away from war and its results to some great victories 
of peace and their results. In 1866, while Johnson 
was still President, America and Europe were con- 
nected by telegraph. This great achievement was due 



OUR RE-UNITED COUNTRY 345 

to Cyrus W. Field, an American merchant. Once, 
many years before, he was asked to build a telegraph 

line across Newfoundland to the point nearest to 
Europe. "Why not carry the line across the Atlantic," 
he said to himself. He resolved to do it. In 1858, he 
laid a cable from Newfoundland to Ireland and Queen 
Victoria sent President Buchanan a message over it. 
After a little while the cable broke, and Field had to 
start all over again. 

For nearly ten years Field worked without success. 
But no difficulties could turn him aside from his great 
plans. When his money gave out, he appealed to 
Congress for help. Finally in 1866, with the Great 
Eastern, the largest vessel the world had ever seen, 
Field laid on the bottom of the Atlantic another 
cable, nearly two thousand miles long. This time 
his labors were crowned with success. Before that 
event it took about two weeks for a message to be 
brought from Europe to America; now it can be 
Hashed across the Atlantic in a few r minutes. A new 
era was opened for the world. Ocean cables have 
brought the nations closer together, promoted peace 
and friendship among them, increased commerce, and 
advanced the knowledge of the world. 

Purchase of Alaska. — One day a message came 
over the Atlantic cable, stating that the Emperor of 
Russia was willing to sell Alaska to the United States 
for $7,200,000. Alaska is an immense region, but so 
far north and so cold that few people then thought 
it worth anything. It is nothing but "a vast area of 
rocks and ice," they said. But William H. Seward, 



346 THE STORY OF THE UNITED STATES 

Secretary of State, thought it a valuable region, and 
persuaded Congress to buy it. It proved to be a good 
bargain, for Alaska has valuable furs and fisheries, 
immense timber and coal regions, fertile valleys, and 
some of the richest gold mines in the world. 

How East and West Were Brought Together.— 
Just as the Atlantic cable brought Europe nearer to 
America, so, while Grant was President, a great rail- 
road brought San Francisco nearer to New York. 




■ - i » 

Driving the Golden Spike Connecting the Union Pacific Railway 

Railroads had already been built beyond the Miss- 
issippi, but a large part of the journey to California 
was still made in lumbering old stage-coaches, and 
was full of danger and hardships. Congress, there- 
fore, decided to aid in building a railroad across the 
continent. One company started at San Francisco 
and built toward the East ; another started at Omaha 
and built toward the West. There were rivers to 
be bridged, vast plains to be crossed, lofty mountains 



OUR RE-UNITED COUNTRY 347 

to be climbed, long tunnels to be dug, and immense 
gorges to be spanned. 

For seven years the work went on, and the two 
tracks came nearer and nearer together. Finally, 
on May 10, 1869, they met at a place in Utah. The 
last spike that was to connect them was made of 
gold, and a great crowd gathered to see it driven. 
As the last stroke of the hammer fell, a joyful shout 
went up from the throng. Celebrations were held 
in many of our large cities. The old stage-coach, 
creeping over the plains, now gave way to the giant 
locomotive that dashed along its iron tracks, carrying 
great trains from the East to the Golden Gate. 

How the United States and Great Britain Settled 
a Great Dispute. — Perhaps the most important vic- 
tory for peace in our history was won while Grant 
was President. The United States was deeply 
offended at England's part in permitting the Con- 
federates to build the Alabama and other war vessels 
in her ports, and demanded that England pay for 
what those ships had destroyed. England refused. 
Such disputes between nations often lead to war, but 
the United States and England decided to settle this 
question peacefully. They agreed to leave it to a 
board of five men, one Englishman, one American, 
and one each from P>razil, Italy, and Switzerland. 
This board met in Geneva, Switzerland, studied the 
matter carefully, and decided that England should 
pay the United States $15,500,000. England accepted 
the decision and thus the dispute was settled without 
war. Such settlements are called "arbitration." The 



348 THE STORY OF THE UNITED STATES 

United States and Great Britain have since agreed to 
settle all their disputes by arbitration. 

One Hundred Years of Independence. — The last 
year Grant was President was the hundredth anni- 
versary of our independence. There was a celebra- 
tion in Philadelphia where a "Centennial Exposition" 
was held. President Grant, head of the leading nation 
of North America, and the Emperor of Brazil, ruler 
of the leading nation of South America, attended 
together on the opening day. Nearly all the countries 
of the world sent exhibits of their manufactures, 
their minerals, their art — everything they could make 
or produce. Useful inventions, beautiful works of 
art, the discoveries of science, were shown to nearly 
ten millions of people. All the States of the Union 
and the United States made exhibits which revealed 
the growth and progress of our country since Jeffer- 
son wrote the Declaration of Independence. 

The Telephone. — A little instrument was shown at 
the Centennial Exposition which would carry the 
human voice a long distance over a wire. It was 
invented by Alexander Graham Bell, and was called 
the "telephone." Many people thought the telephone 
would never be anything more than a toy ; but today 
it is one of the most important inventions in the 
world, and millions of them are used every day. In 
1915 arrangements were made so that a person in 
New York can talk over a telephone to a person in 
San Francisco, three thousand miles away. Wireless 
telephones have been invented, so that a person on 
land can now talk by telephone to another on a vessel 
far out at sea. 



OUR RE-UNITED COUNTRY 349 

III. 
The End of Sectional Hostility. 

A Disputed Election. — The centennial year of in- 
dependence was also the year for electing a new 
President. Republicans voted for Rutherford B. 
1 raves, Democrats for Samuel J. Tilden. Tilden re- 
ceived more votes than Hayes, and at first everybody 
thought he was elected. But the Republicans saw 
that Hayes would be chosen if they could get for him 
the votes of Louisiana, South Carolina, and Florida. 
Both sides claimed the votes of those States. Excite- 
ment became almost as great as in 1860, and there 
was talk of civil war that alarmed patriotic people. 

Finally Congress decided to refer the dispute to a 
committee which was composed of eight Republicans 
and seven Democrats. The eight Republicans de- 
cided in favor of Hayes, and declared him the next 
President. Democrats believed Tilden had been 
fairly elected, but rather than have trouble they 
agreed to abide by the decision. So great had been 
the danger of civil war, that Congress passed a law 
which will prevent such a dispute arising again. 

Friends Once More. — This great danger to the 
peace of the country was caused by "Reconstruction" 
in the South. President Hayes resolved, therefore, 
to put an end to Reconstruction, and ordered the 
withdrawal of the United States soldiers who had 
been sent South to uphold the rule of carpet-baggers 
and negroes. The Southern white people, led by such 
men as Zebulon B. Vance, in North Carolina; Wade 



350 THE STORY OF THE UNITED STATES 



Hampton, in South Carolina; Benjamin H. Hill, in 
Georgia; L. Q. C. Lamar, in Mississippi; and A. H. 
Garland in Arkansas, were again in control of their 
States. Peace and order followed. Public schools 
and colleges were re-opened. Railroads and factories 
were built. Farms were improved. The South be- 
came prosperous again. The Star Spangled Banner 
was once more respected in the South as in the North. 
The two sections again became friends as they had 
been when the Northern general, Greene, led South- 
ern soldiers at Guilford Court House, and the 
Southern general, Washington, led Northern soldiers 
at York town. 

Civil Service Reform. — James A. Garfield suc- 
ceeded Hayes as President. A few months after his 

inauguration, the whole world 
was shocked to hear that he 
had been murdered. He was 
standing in a railroad station 
in Washington when a man 
crept up behind him and shot 
him in the back. At his death, 
Vice - President Chester A. 
Arthur became President. 

Garfield was murdered by a 
man whom he had refused to 
appoint to an office. His 
death was a result of the 
'"spoils system." Under the "spoils system" when 
a man wanted an office nobody asked: Is he fit 
for the place? but, Is he a Republican? or, Is he a 




James A. Garfield 



OUR RE-UNITED COUNTRY 351 

Democrat ? What did he do to help elect the Presi- 
dent? Thoughtful men considered this a poor way 
to select public officials, and made frequent efforts to 
secure a better way. Their plans were called Civil 
Service Reform. 

The murder of Garfield, by a disappointed office- 
seeker, revealed clearly the evils of the "spoils sys- 
tem." So Congress passed a law which required many 
offices to be filled only by men who had passed proper 
examinations. Since then other laws have been passed 
which require many other offices to be filled in this 
way. There are now more than four hundred thou- 
sand offices filled by Civil Service examinations. 

Two-Cent Postage. — While Arthur was President, 
a small thing was done which has had great results. 
Congress reduced the cost of sending a letter any- 
where in the United States to two cents. When 
Washington was President it cost twenty-five cents 
to send a one-page letter from Charleston to New 
York. People did not write many letters, and our 
Post Office Department had but little to do. The 
improvement of roads, the invention of the steam- 
boat, the building of railroads made it easier to carry 
mail, and little by little Congress reduced the postage. 
For two cents you can now send a letter to a friend 
anywhere in the United States, and even across the 
ocean to many foreign countries. The work of the 
Post Office Department has vastly increased, and it 
has become one of the busiest departments of our 
SfQvernment. 



352 THE STORY OF THE UNITED STATES 

Succession to the Presidency. — Grover Cleveland 
was the next President, and after him, Benjamin 
Harrison, and then Cleveland again. Cleveland was 
the only man in our history who, after ceasing to be 
President, has been chosen again. While he was 
President the first time, the Vice-President died. 
There was now no Vice-President to take the Presi- 
dent's place if he, too, should die. So Congress passed 
a law that upon the death of both the President and 
the Vice-President, the Secretary of State should 
become President ; if he, too, should die, then the 
Secretary of the Treasury, and after him the other 
cabinet officers in the order of their rank. 

Two of the members of President Cleveland's cabi- 
net were Augustus H. Garland and Lucius Q. C. 
Lamar. They were both Southerners. Garland had 
been a member of the Confederate Congress and 
Lamar had been a Confederate soldier. Their ap- 
pointment to such high places as members of the 
President's cabinet showed that the feeling of hostil- 
ity between the North and the South was past. The 
people of the South began to feel as if the government 
of the United States was again their government. 

Immigration. — The population of the United 
States was increasing rapidly. This growth was 
largely due to immigration. Every year nearly a 
million people from the Old World sought new homes 
in our country. Most of them came from Europe. 
They made homes here, helped to build up the coun- 
try, and became useful citizens. The United States, 
therefore, made them welcome. 



OUR RE-UNITED COUNTRY 353 

No Chinese Wanted. — Many Chinese also came, 
Imt these yellow men differed widely from Europeans. 
They lived in wretched hovels in our large cities, 
worked for very low wages, and never became citi- 
zens. American workmen complained of them. "The 
Chinese," they said, "work for such low wages that 
they keep us from getting work. They never become 
citizens, and they do not help the country, because 
as soon as a Chinaman saves a few hundred dollars, 
he goes back to China." Troubles, especially in the 
Western States, often arose between Americans and 
Chinese. Congress, therefore, passed a law forbidding 
Chinese to come into the United States except on 
brief visits. 

Recently the same trouble has arisen with the Japa- 
nese in the Western States. Some of those States 
have passed laws forbidding the Japanese to own 
land. They want the United States to forbid their 
coming to this country to live. But Congress has not 
yet passed such a law because it would be against, 
the treaty we have with Japan. 

Centennial of Washington's Inauguration. — Har- 
rison, the twenty-third President, was inaugurated 
just one hundred years after Washington, the first 
President. Washington was inaugurated in New 
York, so a celebration was held there, which Presi- 
dent Harrison attended. On his way to New York 
he was the guest of the Governor of New Jersey just 
as Washington had been. He crossed the river and 
landed in New York at the place where Washington 
had landed. At the exercises in St. Paul's Church 



354 THE STORY OF THE UNITED STATES 

he sat in the seat Washington had occupied. Finally, 
on i he same spot where Washington delivered his 
inaugural address, Harrison delivered an address to 
a vast throng. 

But how different everything was! In 1789 New 
York had a population of about forty thousand; in 
1889, its population was nearly two millions. Wash- 
ington was President of three millions of people, Har- 
rison of sixty millions. Under Washington were 
thirteen States, under Harrison, thirty-eight. The 
United States had grown until it extended across the 
continent, and even included Alaska. In 1789 our 
country was small and weak and little respected 
among the nations ; in 1889 it had grown to be a 
mighty nation of free people respected by all the 
world. 

The Tariff. — While Harrison was President, Con- 
gress made an important change in the tariff. A law 
was passed that raised the tariff higher than it had 
ever been. It was called the McKinley tariff because 
the law was prepared by William McKinley, a leading 
Republican congressman. Its chief purpose was to 
prevent certain foreign goods being shipped into the 
United States. "This law," said the Republicans, 
"protects the American manufacturer against the 
cheap goods of the European manufacturer." It 
was, therefore, called a protective tariff. 

Ever since Hamilton proposed the first tariff, a 
powerful party had always opposed it. We have seen 
how it caused trouble in the days of Andrew Jackson. 



OUR RE-UNITED COUNTRY 355 

So now, the Democrats opposed the McKinley tariff. 
"It is not fair," they said, "to make all the people 
pay higher prices for goods in order to make a few 
manufacturers rich. The only purpose of a tariff 
should be to raise money for the government." Grover 
Cleveland was again the leader of the Democrats, and 
because of his opposition to the McKinley tariff, he 
was again chosen President. 

The World's Fair.— In 1876, the United States in- 
vited the world to help celebrate the one hundredth 
year of her independence; in 1892, she invited the 
world to an even greater celebration of the four hun- 
dredth anniversary of the discovery of America. The 
next year the most wonderful exposition the world 
had ever seen was held at Chicago. All the world 
joined in honoring the poor navigator whom the fool- 
ish people about the court of Ferdinand and Isabella 
had laughed at and called the "crazy sailor." Never 
before had such beautiful buildings been erected for 
an exposition, never had so many wonderful things 
been brought together at one place, never had the 
attendance at an exposition been so large. The white, 
marble-like buildings gave to the exposition its name 
of "The White City." Whatever art and science had 
done to advance civilization since the wonderful voy- 
age of Columbus, was shown. More than twenty- 
seven million people visited this marvelous World's 
Fair. 

How Cleveland Upheld the Monroe Doctrine. — 
During Cleveland's term a serious controversy arose 
with Great Britain over the Monroe Doctrine. There 



156 THE STORY OF THE UNITED STATES 



had long been a dispute be- 
t w e e n Great Britain and 
Venezuela about the boundary 
between Venezuela and Brit- 
ish Guinea. Venezuela claim- 
ed that Great Britain was try- 
ing to take her territory. If it 
were true it was against the 
Monroe Doctrine. Cleveland, 
therefore, suggested that the 
two countries let some impar- 
tial judge settle the dispute, 
but Great Britain refused, 
saying that she cared nothing about the Monroe 
Doctrine. 

The President then declared that the United States 
"would resist by every means in its power" any at- 
tempt by Great Britain to take Venezuela's territory. 
This message aroused great excitement in both coun- 




Grover Cleveland 



tries. 



Great Britain realized that she must either go 



to war, or adopt the President's suggestion. So she 
agreed to leave the matter to arbitration, and thus a 
second time a dispute between our country and Great 
Britain, which might have led to war, was settled 
peaceably. The dispute between Great Britain and 
Venezeula was decided in favor of Great Britain. 



OUR RE-UNITED COUNTRY 357 

REVIEW. 
I. 

RECONSTRUCTION. 

History. — i. What two great questions did the War Be- 
tween the State decide? 2. What change effecting slavery was 
made in the Constitution of the United States? 3. Describe 
the return home of the Northern soldiers. 4. Of the Southern 
soldiers. 5. What plans did many Northern people suggest for 
punishing the South? 6. What were Lincoln's plans? 7. What 
is meant by "Reconstruction?" 8. Who were the "carpet- 
baggers?" 9. What kind of governments did they set up in 
the South? 10. What was the Union League? 11. W r hat 
society was formed to oppose the Union League? 12. Describe 
how it worked. 13. What were its results? 

II. 

VICTORIES OF PEACE. 

History. — 1. Who succeeded Johnson as President? What 
did he say the country needed? 2. How were Europe and 
America brought closer together while Johnson was President ? 
3. Describe the laying of the Atlantic cable. 4. What have 
been some of its results? 5. What great battle in our history 
would not have been fought if the Atlantic cable had existed 
then? 6. Give an account of the purchase of Alaska. 7. De- 
scribe the building of the first railroad across the continent. 
8. How did the United States and Great Britain settle their 
dispute about the Alabama? 9. What do we call such methods 
of settling disputes between nations? 10. How was the one 
hundredth anniversary of our independence celebrated. 
11. What invention for long distance communication was first 
exhibited there? By whom was it invented? 



358 THE STORY OF THE UNITED STATES 

III. 

THE END OF SECTIONAL HOSTILITY. 

Histor\ . — i. Give an account of the election of 1876? 2. How 
was the dispute decided? 3. What caused this dispute? 4. How 
did President Hayes put an end to reconstruction ? 5. What 
was the result? 6. Why was President Garfield murdered? 
7. What great reform did his death lead to? 8. Who became 
President at Garfield's death ? 9. What change was made in 
our postal laws? 10. What were the results of this change? 
11. What law relating to the office of President was passed 
while Cleveland was President? 12. How did Cleveland help 
to put an end to sectional hostility? 13. What was the chief 
cause of the rapid growth of our country? 14. What laws 
were passed relative to the Chinese, and why? 15. What 
trouble has recently arisen over the Japanese? 16. Who was 
President when the centennial of Washington's inauguration 
came? 17. How was it celebrated? 18. What changes had 
taken place in our country. 19. What was the "McKinley 
tariff?" 20. Why was it called a "protective tariff?" 21. What 
two different views about the tariff are held by our people? 

22. Why was Cleveland chosen President a second time? 

23. How was the four hundredth anniversary of the discovery 
of America celebrated? 24. How did Cleveland uphold the 
Monroe Doctrine? 



CHAPTER XXII. 
THE UNITED STATES IN OUR OWN TIMES. 

I. 

For the Freedom of Cuba. 

How Spain Ruled Cuba.— In 1897 William Mckin- 
ley succeeded Cleveland as President. While he was 
President, the United States waged a war against 
Spain for the freedom of 
Cuba. Cuba had been a Span- 
ish colony since its discovery 
by Columbus in 1492. For 
four hundred years Spain had 
g( >verned it with a rod of iron, 
not for the good of the Cu- 
bans, but for her own profit. 
She placed over Cuba gover- 
nors whose only interest in 
the people was to wring 
money out of them. The Cu- 
bans were required to pay 
large sums in taxes, but little of which was ever 
used for their own benefit. Their Spanish rulers did 
nothing to make the Cuban cities clean and healthy, 
to build good roads, to improve the methods of agri- 
culture, or to establish schools. Their tyranny kept 
the Cuban people in poverty and in ignorance. 




William McKinley 



300 THE STORY OF THE UNITED STATES 

Rebellion in Cuba. — The Cubans often rebelled 
against the Spaniards, but were always crushed with 
severity. In 1895, led by General Maximo Gomez, 
they again rebelled and declared their independence. 
General Weyler, the Spanish governor, waged the war 
with great cruelty. His soldiers burned the houses, 
laid waste the fields, and destroyed the property 
of the Cubans. Nearly half a million Cuban men, 
women, and children, by order of General Weyler, 
were driven from their homes and crowded into filthy 
prison pens without work, shelter, or food. Tens of 
thousands died of sickness, hunger, and ill treatment. 
Still Spain could not crush the rebellion or break the 
spirit of the Cubans. 

Americans Send Aid to the Cubans. — The condi- 
tion of the Cubans aroused the sympathy and indig- 
nation of the United States. Members of the Red 
Cross Society, led by Clara Barton, went to Cuba and 
faced dangers and disease to relieve their sufferings. 
American citizens sent money, food, and clothes, and 
Congress voted fifty thousand dollars for the same 
purpose. Both President Cleveland and President 
McKinley tried to persuade Spain to treat the Cubans 
more humanely and to give them a voice in their 
government. Spain refused to listen to their advice, 
and many people declared that the time had come for 
the United States to help the Cubans win their 
independence. 

"Remember the 'Maine' !" — The sympathy of 
Americans for Cuba aroused deep anger in the 
Spaniards who imprisoned a number of Americans in 



UNITED STATES IN OUR TIMES 



3G1 



Cuba and robbed them of their property. For the 
protection of Americans in Cuba President McKinley 
sent the battleship Maine to Havana. The proud 
Spaniards felt that her presence there was insulting 
to them. On February 15, 1898, news came that the 
Maine had been blown up and more than two hundred 
American sailors were drowned. A fierce cry of anger 
went up from the United States. The people believed 
the Maine had been destroyed by the Spaniards and 
demanded instant war. "Remember the Maine!" 
rang from one end of the country to the other. 

Cuba Must Be Free. — The United States felt that 
Spain had shown herself unfit to rule Cuba. Presi- 
dent McKinley, therefore, demanded that she with- 
draw her army from Cuba and acknowledge its inde- 
pendence. Spain refused and the United States then 
declared war. The United States stated that her 
only purpose was to secure the 
independence of Cuba and 
when that was done she would 
withdraw from the island and 
leave it to its own people. 

Battle of Manilla Bay.— 
The first object of the United 
States was to destroy the 
Spanish navy. Across the Pa- 
cific, ten thousand miles away, 
are the Philippine Islands, 
which then belonged to Spain. 
In the harbor of Manila, the 
capital, was a Spanish fleet. 




802 THE STORY OF THE UNITED STATES 

At Hong Kong, China, six hundred miles away, 
was an American fleet under Commomore George 
Dewey. One day Dewey received a message order- 
ing him to destroy the Spanish fleet at Manila. In a 
little while Dewey's mighty ships were steaming 
toward the Philippines. 

The entrance to Manila harbor was protected by 
powerful forts. But Dewey had fought under Farra- 
gut and had learned Farragut's ways of fighting. At 
night, after putting out his lights, he slipped by the 
forts and steamed into the harbor. The next morn- 
ing at dawn, May 1, 1898, a cry, "Remember the 
Maine!" arose from every American ship, and was 
answered by the roar of cannon which opened the 
battle. In a few hours the entire Spanish fleet was 
completely destroyed and the city of Manila lay at 
the mercy of Dewey's guns. Not an American ship 
had been injured ; not an American life had been lost. 
The fame of Dewey rang throughout the world. Con- 
gress made him an admiral, the highest rank in our 
navy, and the people made him a national hero. 

Hobson's Heroic Deed. — Another Spanish fleet, 
under Admiral Cervera, crossed the Atlantic and 
slipped into the harbor of Santiago, Cuba. On the 
outside of the harbor, the American fleet under Rear 
Admiral William T. Sampson kept a sharp lookout. 
The entrance to the harbor is very narrow and it was 
thought an old vessel sunk across the entrance might 
prevent the Spanish fleet from getting out again. But 
to sink a vessel there, right under the Spanish guns, 
meant almost certain death for those who undertook 



UNITED STATES IN OUR TIMES 303 

it. Nevertheless, Lieutenant Richmond P. Hobson 
offered to do it. With seven men he ran an old coal 
ship, the Merrimac, into the harbor, and while shot 
and shell fell around him, coolly sunk her in the chan- 
nel. None of his men was hit, but all were captured 
by the Spaniards. Admiral Cervera expressed his 
admiration at their brave deed and treated them with 
great courtesy. Hobson did not succeed in closing 
the harbor, as' we shall see, but his courageous deed 
gave him a place among American heroes. 

An American Army in Cuba. — While our fleet 
watched the harbor of Santiago, an American army 
under General Shafter attacked the city from the 
land side. The American cavalry was commanded 
by General Joseph Wheeler, once a noted Confederate 
cavalry leader. Under him was a famous regiment 
composed chiefly of western cowboys, ranchmen, and 
hunters. This regiment had been raised by Theodore 
Roosevelt, and was known as "The Rough Riders." 
Its colonel was Leonard Wood, afterwards com- 
mander of the American army; next to him was 
Roosevelt, who was soon to become President of the 
United States. On July 1 and 2, 1898, at El Caney 
and San Juan Hill, the Americans defeated the 
Spaniards and seized the hills surrounding Santiago. 

Battle of Santiago. — As the Spaniards could no 
longer hold the city. Admiral Cervera resolved to 
make an effort to save his fleet. Early one morning 
he dashed out of the harbor hoping to surprise the 
American fleet and escape. Admiral Sampson was 
away at the time, but the fleet under Commodore 



364 THE STORY OF THE UNITED STATES 

Winfield Scott Schley, was on the lookout. "Clear 
for action; close up," signaled Schley, and his cannon 
began to thunder. The Spaniards fought like brave 
men, but in four hours their fleet was destroyed and 
Admiral Cervera was a prisoner. 

The Americans admired the courage of their foes. 
''Don't cheer boys," said the brave Captain Phillips, 
"those poor fellows are dying," — and not a cheer 
arose from the victors. As at Manila, not an Ameri- 
can vessel was hurt ; only one American was killed. 
This victory was won on July 3, 1898, and the next 
day the American people celebrated a joyful Fourth 
of July. 

The Independence of Cuba. — Spain had been de- 
feated in every battle. Her navy was gone. An 
American army held Santiago. Another soon after- 
wards captured Manila. Spain could no longer keep 
up the war, and asked for peace. A treaty was signed 
by which Spain granted independence to Cuba, sur- 
rendered Porto Rico to the United States, and sold 
the Philippines to the United States for $20,000,000. 
Spain had now lost all the vast colonies that Colum- 
bus and her other explorers had won for her. 

II. 

Results of the War With Spain. 

Cuba for the Cubans. — Spain withdrew from Cuba 
on January 1, 1899. The United States at once took 
control of the country and began to restore peace and 
order, so the Cubans themselves could take charge of 



UNITED STATES IN OUR TIMES 305 

their country as soon as possible. "Cuba for the 
Cubans," was our motto. Those whom the Spaniards 
had driven from their homes were supplied with food, 
medicines and work, and restored to their homes. 
More than two-thirds of the Cubans could neither 
read nor write. One of the first measures of the 
United States, therefore, was to establish public 
schools, and to turn the forts and barracks which 
Spain had used for her soldiers, into school-houses. 
Trained teachers were sent from the United States, 
and many Cubans came to the colleges of our country 
to be trained as teachers so they could return to 
Cuba and teach their own people. 

Another pressing task in Quba was to stamp out 
disease. This task was entrusted to an American 
army surgeon, Major Walter Reed. Under his di- 
rection, American engineers and doctors made Cuba 
clean and healthy, and built great public works to 
keep it so. Their work led to some important dis- 
coveries in sanitation. It was believed that yellow 
fever and the other deadly fevers of southern climates 
w r ere caused by the bites of certain kinds of mos- 
quitoes. If so, these fevers could be prevented by 
destroying the insects. To find out if this belief was 
correct two American doctors in Cuba, James Carroll 
and Jesse \Y. La/ear, allowed themselves to be bitten 
by yellow fever mosquitoes. Roth had fever and Dr. 
Lazear died from it. Other men also permitted them- 
selves to be bitten, many of whom died. These men 
died like heroes for the good of mankind. Their 
discoveries showed the world how to conquer some 



300 THE STORY OF THE UNITED STATES 

of the most dreadful diseases, and how to make sickly 
regions healthy. 

The last task of the United States in Cuba was to 
help the Cubans establish a government of their own. 
A constitution modelled after the Constitution of the 
United States was adopted and a President of the 
Republic of Cuba was elected. The United States 
was then ready to withdraw from Cuba and leave that 
beautiful island to its own people. On May 20, 1902, 
the American Military Governor, General Leonard 
Wood, turned over the affairs of the government to 
President Palma, the new Cuban President, and Cuba 
was at last free and independent. 

Our Colonies. — The war with Spain had impor- 
tant results for our own country. Besides other re- 
sults, it gave us several colonies. We have seen the 
United States grow from a few English settlements 
along the Atlantic until it reached across the conti- 
nent. The next step took us far out into the Pacific 
Ocean. Two thousand miles west of San Francisco 
lie the Hawaiian Islands. In 1893 the inhabitants 
threw off the rule of their Queen and asked to be 
annexed to the United States. While McKinley was 
President their request was granted. Other colonies 
were added when we took Porto Rico and the Philip- 
pines from Spain. The Filipinos expected to become 
independent after throwing off the rule of Spain. 
When the United States refused to grant their inde- 
pendence, they rebelled. Nearly three years passed 
before the rebels were conquered. 

How Our Colonies Are Governed. — In her colonies 



UNITED STATES IN OUR TIMES 3G7 

the United States has done the same kind of work 
that was done in Cuba. Schools have been estab- 
lished, goods roads have been built, country districts, 
towns and cities have been made healthy, and the 
people taught better ways of farming. The United 
States appoints the governors, but the people have 
a voice in making the laws. Independence has been 
promised to the Philippines as soon as the people of 
those islands learn how to govern themselves. In 
all our colonies peace, order, and prosperity have been 
maintained because the United States governs them 
not for our profit, but for their benefit. 

The Panama Canal. — The war with Spain and the 
annexation of Hawaii and the Philippines showed the 
importance to the United States of a canal across the 
Isthmus of Panama. People had been talking about 
such a canal for more than three hundred years. 
Efforts of a great French company to build it for 
commercial purposes had failed. The world had long 
felt that if it was ever to be built, the work would 
have to be done by the United States. When war 
with Spain began one of our finest battleships, the 
Oregon, was at San Francisco. In order to join the 
fleet at Santiago, the Oregon had to make a voyage 
of 14,000 miles around South America. A canal 
across the Isthmus of Panama would have saved her 
nearly 8,000 miles. After the war the United States 
realized how important such a canal was to the pro- 
tection of Hawaii and the Philippines. Besides it 
would be a vast benefit to our trade by saving thou- 
sands of miles for merchant ships. So in 1902 Con- 



368 THE STORY OF THE UNITED STATES 

press decided to have the canal built bv the United 
States. 

Building of the Panama Canal. — The first difficulty 
to be overcome in digging the Panama Canal was the 
sickliness of that region. It was a region of such 
deadly fevers that white men found it almost impos- 
sible to live there. This was one of the reasons the 
French company had failed. But the discoveries of 
Dr. Reed in Cuba had now shown how to conquer 
these fevers. The United States sent an army sur- 
geon, Dr. William C. Gorgas, to Panama, and under 
his direction swamps were drained, the mosquitoes 
were destroyed, hospitals were built, towns were 
made clean, and Panama was freed from its deadly 
fevers. Before the Americans took charge, Panama 
was one of the deadliest regions in the world; the 
Americans made it one of the healthiest. 

The work of digging the great canal was entrusted 
to the direction of Colonel George W. Goethals, an 
American army engineer. To his skill as an engineer 
and ability as a leader the success of the canal was 
largely due. Ten years were required to complete 
it and more than three hundred millions of dollars 
were spent on it. The first merchant ship passed 
through it on August 15, 1914. You can see how 
important the canal is to our trade if you will look 
at your maps. A vessel from New York to San Fran- 
cisco saves 7,800 miles by going through the canal. 
A vessel going through the canal from San Francisco 
to London saves 7,000 miles. In 1915, a great expo- 
sition was held in San Francisco in celebration of the 
opening of the Panama Canal. 



UNITED STATES IN OUR TIMES 3G9 

III. 
Events of Recent Years. 

Pan-Americanism. — The digging of the Panama 
Canal has brought the United States into closer touch 
than ever before with the countries of Central Amer- 
ica and of South America. For many years the United 
States has been trying- to cultivate a closer friendship 
with those countries. In 1901, at President McKin- 
ley's suggestion, a meeting was held in Mexico City 
to which all the nations of North America and South 
America sent representatives. This meeting was 
called the Pan-American Conference.* Other Pan- 
American Conferences have since been held in Rio 
Janeiro and in Buenos Aires. At these meetings 
measures were discussed for cultivating friendship 
among the countries of the New World ; for increas- 
ing their knowledge of each other; and for promoting 
trade among them. In 1901, also, a Pan-American 
Exposition was held at Buffalo, New York. At this 
exposition the countries of both North America and 
of South America made exhibitions of their products. 
President McKinley attended the exposition and de- 
livered a speech in which he urged an increase of trade 
and friendship among the nations of the New World. 
It is expected that this will be one of the results of the 
building of the Panama Canal. 

Death of the President. — While President McKin- 
ley was at the Pan-American Exposition, he was shot 



*Pan is a Greek word meaning all ; so Pan-American means All- 
American. 



370 THE STORY OF THE UNITED STATES 




Theodore Roosevelt 



and killed bv a foreign an- 
archist. An anarchist is a 
person who opposes all gov- 
ernment and teaches that 
every person should be per- 
mitted to do as he pleases. 
The death of the President 
was a great shock to the peo- 
ple of the United States. Con- 
gress promptly passed stricter 
laws against anarchists and 
adopted better measures for 
protecting the life of the Pres- 
ident. Upon the death of Mc- 
Kinley, Theodore Roosevelt, 
the Vice-President, became President. 

Progress of Alaska. — While Roosevelt was Presi- 
dent, a dispute over the boundary line between Alaska 
and Canada was settled. In 1897, the discovery of 
gold in Alaska caused a rush to the gold fields like 
that of the "Forty-niners" to California. The Klon- 
dike region in which gold was discovered was claimed 
by both the United States and Great Britain. The 
discovery of gold there made it necessary for the 
boundary line to be fixed. So in 1903, the United 
States and Great Britain agreed to settle the dispute 
by arbitration. When the line was finally fixed, most 
of the disputed territory was found to belong to the 
United States, but the richest gold mines were in 
Canada. 

Under the rule of the United States, Alaska has 



UNITED STATES IN OUR TIMES 371 

made great progress. The United States has built 
public schools and set aside large tracts of land for 
their use. Roads, railroads and telegraph lines have 
been built, and mail routes established. The United 
States now sends the mail to Alaska daily ; and United 
States postmen deliver letters, papers, and magazines 
to many a lonely hut far beyond the Arctic Circle. 
Nearly five hundred miles of railroads have been 
built, and in 1914, Congress granted $35,000,000 for 
building another railroad nearly a thousand miles 
long. Great care is taken by the United States to 
preserve the valuable fisheries, fur-bearing animals, 
reindeer, as well as the forests and coal mines of 
Alaska. Since its purchase from Russia, Alaska's 
population has more than doubled and its wealth has 
vastly increased. 

The American Fleet Sails Around the World. — It 
was while Roosevelt was President, that work was 
begun on the Panama Canal. One important reason 
for building the canal was to make it easier for our 
navy to defend both the xAtlantic and Pacific coasts, 
and our island possessions in the Pacific. For many 
years the United States had neglected the navy, but 
President Cleveland gave much thought to building 
up the navy, and while he was President, several fine 
battleships were added to it. That was the beginning 
of our present navy. Its victories during the war 
with Spain showed more clearly than ever the import- 
ance of the navy for the defence of the country. 

Those victories, as we have seen, gave the United 
States several colonies which made it wise for us to 



37-2 THE STORY OF THE UNITED STATES 

have a strong navy for their protection. Roosevelt, 
therefore, took a deep interest in the navy. In 1908, 
he sent it on a voyage around the world. The fleet 
contained sixteen great battleships. It visited Japan, 
Australia, and the leading European countries, and 




A Modern Battleship 



everywhere received a splendid welcome. Its voyage 
of 45,000 miles was the longest ever made by a fleet 
of its size. So skillfully was everything managed 
that the whole world sounded its praises. This voy- 
age did much to increase friendship and respect for 
our country. 

Our Youngest Sister States.— In 1908, William H. 
Taft, who had alreadv Won fame as Governor of the 



UNITED STATES IN OUR TIMES 



373 



Philippines and as Secretary of War, was elected 
President. While he was President, Arizona and 
New Mexico were admitted to the Union as States. 
Since they became States, no other territory is left for 
any more States in the United States proper. Less 
than one hundred and fifty years have passed since 
the declaration of our independence. In that time 
our country has grown from the thirteen colonies to 
forty-eight States, besides Alaska and our island 
possessions. The population has increased to more 
than one hundred millions. More people now live 
in New York City alone than were in all the thirteen 
States when Washington was President. 

How the Work Begun By Columbus Was Com- 
pleted. — While Taft was President, Robert E. Peary, 
an American naval officer, discovered the North Pole. 
For nearly three hundred 
years daring explorers had 
been trying to reach that 
point of the earth. Many 
lives had been lost, for- 
tunes spent, and heroic 
suffering endured in their 
efforts. Peary gave more 
than twenty years of his 
life to that work. He set 
out on his last trip in his 
ship Roosevelt in 1908. 
More than a year later, he 
astonished the world with 
the wireless message, 




Robert E. Peary 



374 THE STORY OF THE UNITED STATES 



"Stars and Stripes nailed to the North Pole!" He 
had made a dash over the ice, with twenty-three 
sledges and 140 dogs, discovered the North Pole, 
April 6, 1909, and raised the American flag over it. 
Two years later a Norwegian explorer, Captain 
Amundsen, reached the South Pole. Thus more than 
four hundred years after Columbus led the way, the 
discovery of the New World was completed. 

Important Recent Laws. — In 1913 Woodrow Wil- 
son succeeded Taft as President. Since he has been 
President, Congress has passed many important laws. 
One of these laws reduced the tariff. Another one 

has improved the 
banking business 
of the country. A 
third provided 
for the building 
of a great rail- 
road in Alaska. 
Several treaties 
were made with 
foreign countries 
providing that 
any disputes 
which they may 
have with the 
United States 
will be settled by 
arbitration. An- 
other law set up 
a government for 




Woodrow Wilson 



UNITED STATES IN OUR TIMES 375 

the region through which the Panama Canal runs. 
President Wilson appointed George W. Goethals as 
governor. 

War in Europe. — President Wilson was prevented 
from carrying out some of his plans by a great war 
which broke out in Europe in 1914. Every great 
country in Europe, and many of the smaller ones 
were drawn into it. The United States declared that 
it would remain neutral. Still many events occurred 
that affected our country. When the war began 
thousands of Americans were travelling in Europe, 
who met with many difficulties and dangers in getting 
home. Congress sent money to aid them, and our 
ministers and ambassadors were zealous in giving 
help. The sympathy of Americans was aroused by 
the suffering of Belgium, which had been overrun and 
laid in ruins by hostile armies. Thousands of Bel- 
gians were saved from death by the generous supplies 
of food and clothes, and millions of dollars, sent to 
them from the United States. 

As soon as the war began, the British fleet block- 
aded the ports of Germany. The blockade was the 
cause of some controversy between the United States 
and Great Britain. British vessels often seized Amer- 
ican cargoes of cotton and supplies which had been 
shipped to Holland, Sweden, and Denmark. The 
British claimed that these cargoes were really in- 
tended for their enemies, and that they had a right 
to seize them. The United States denied that right. 

But the most serious trouble for the United States 
arose with Germany. German submarines attacked 



376 THE STORY OF THE UNITED STATES 

and sunk many British merchant vessels, some of 
which had Americans among their passengers. One 
of the ships sunk was the British ship Lusitania. 
More than a thousand passengers were drowned, one 
hundred and fourteen of whom were Americans. This 
deed aroused bitter anger in the United States. Many 
people demanded that the United States declare war 
at once on Germany. President Wilson remained 
calm and was determined if possible to prevent war. 
He demanded that Germany make reparation for the 
American lives lost and promise not to attack un- 
armed vessels in the future. Germany agreed to this 
demand. 

Troubles With Mexico. — When Woodrow Wilson 
became President, a civil war was being waged in 
Mexico. That country was in a state of great dis- 
order. There was no government. The laws were 
not obeyed. Lives and property were being destroyed. 
Many Americans who were living in Mexico lost their 
property and their lives. Mexican soldiers and 
bandits, fighting along our border, often crossed the 
boundary line into the United States. To protect 
our soil, the United States army was stationed along 
the border. Many people thought that the United 
States ought to send soldiers into Mexico to re-estab- 
lish peace and order. But President Wilson refused, 
saying that the Mexicans should be permitted to set- 
tle their own quarrels. 

In 1915, President Wilson declared that the United 
States would recognize General Carranza as Presi- 
dent of Mexico. General Francisco Villa rebelled 



UNITED STATES IN OUR TIMES 377 

against Carranza and was declared an outlaw. His 
troops held the region bordering on Texas, New Mex- 
ico, and California. Much trouble arose between 
Villa's bands and Americans. He captured a number 
of Americans in Mexico and put them to death. On 
March 9, 1916, Villa at the head of five hundred 
bandits dashed across the border, attacked the town 
of Columbus, New Mexico, killed several American 
soldiers on guard there, and murdered a number of 
American citizens. President Wilson at once ordered 
the United States army, under General Frederick 
Funston, to follow Villa into Mexico and to capture 
and punish him. 

Preparedness. — These troubles with foreign coun- 
tries aroused a great deal of alarm in the United 
States. Our country has always stood for peace 
among the nations and worked to prevent war. No 
other great country had so small an army. At least 
three great countries had stronger navies. The 
United States, not expecting to have war, was not 
prepared for it. Many people thought both the army 
and navy ought to be made stronger; others opposed 
it. President Wilson laid before Congress plans for 
enlarging the army, increasing the navy, and pre- 
paring the country to meet an attack from anv enemy. 
Such plans are known as "preparedness." 



378 THE STORY OF THE UNITED STATES 

REVIEW. 

I. 

FOR THE FREEDOM OF CUBA. 

Geography. — i. Where is Cuba? What and where is the 
capital of Cuba? Where is Santiago? 2. Where are the 
Philipine Islands? Manila? 

History. — 1. Who became President in 1897? 2. What war 
did the United States have while he was President? 3. De- 
scribe the way in which Spain ruled Cuba. 4. Give an account 
of the Cuban Rebellion of 1895. 5. How did the people of the 
United States show their sympathy with the Cubans? 6. Give 
an account of the destruction of the Maine. 7. Why did the 
United States declare war on Spain ? 8. What was the purpose 
of the United States in going to war? 9. Give an account of 
Dewey's victory at Manila. 10. Describe Hobson's effort to 
block the entrance to Santiago, n. Give an account of the 
American army in Cuba. 12. Describe the battle of Santiago. 
13. What were the terms of the treaty with Spain? 

II. 
RESULTS OF THE WAR WITH SPAIN. 

Geography. — 1. Where are the Hawaiian Islands? 2. Where 
is Porto Rico? 3. Where is Panama? 4. What city is at each 
end of the Panama Canal? 5. Trace the route of the Oregon 
from San Francisco, through the Strait of Magellan, to San- 
tiago ; from San Francisco, through the Panama Canal, to 
Santiago. 

History. — 1. What was the motto of the United States in 
regard to Cuba? 2. Describe the work the United States did 
for education in Cuba. 3. How was Cuba freed from yellow 



UNITED STATES IN OUR TIMES 379 

fever? 4. How did the United States help the Cubans to start 
their government? 5. What colonies did the United States 
secure as a result of the war with Spain? 6. How did we 
secure Hawaii ? 7. How are our colonies governed ? 8. What 
promise has been made to the Philipinos? 9. How did the 
war with Spain show the importance, to the United States, 
of a Panama Canal? 10. Tell how Panama was made a healthy 
country, n. Who was put in charge of the work on the 
Canal? 12. How long did it take to dig it? What was its 
cost? 13. How is the Canal important to our trade? 

III. 

EVENTS OF RECENT YEARS. 

History. — 1. What is meant by Pan-Americanism? 2. What 
steps have been taken to increase trade and friendship between 
the countries of North and South America? 3. What awful 
crime was committed at the Pan-American Exposition? 
4. Who became President after McKinley? 5. Give an account 
of the Alaska boundary line dispute. 6. Describe the progress 
made in Alaska under the rule of the United States. 7. Give 
an account of the beginning of our present navy. 8. Describe 
its voyage around the world. 9. What States were admitted 
while Taft was President? 10. How many States are there 
now in the United States? 11. Give an account of the dis- 
covery of the North Pole. 12. Who became President after 
Taft? 13. What were some important laws passed while he 
was President? 14. What great war broke out in 1914? 
15. How did the people of the United States show their sym- 
pathy for Belgium? 16. What dispute arose between the 
United States and Great Britain? 17. Between the United 
States and Germany? 18. Give an account of the war in 
Mexico. How did it affect the United States? 19. What was 
the "Columbus raid?" 20. What is meant by "preparedness?" 



CHAPTER XXIII. 
PROGRESS OF OUR COUNTRY. 

Increase in Population. — The first Census of the 
United States was taken in 1790. There were then 
thirteen States with a population of less than four 
million. The last Census was taken in 1910. Our 
country then embraced forty-eight States which had 
a population of more than ninety million people. If 
to these we add the populations of Alaska, the Philip- 
pines and our other colonies, it makes the total popu- 
lation of the United States in 1910 more than one 
hundred million. 

Our cities have had a wonderful growth. When 
the first Census was taken, there was no city in the 
United States with a population of fifty thousand. 
Now New York, Chicago, and Philadelphia have more 
than a million each, and there are forty-seven other 
cities which have populations of more than one hun- 
dred thousand. Today Chicago, St. Louis, Cleveland, 
San Francisco, and other great cities stand on sites 
which were wildernesses less than a hundred years 
ago. 

Increase in Territory. — The increase of the United 
States in area has also been remarkable. In 1790, the 
thirteen States were all east of the Mississippi river. 
From France, the United States purchased Louisiana 
which carried her territory from the Mississippi river 



PROGRESS OF OUR COUNTRY 381 

to the Rocky Mountains ; from Mexico, she conquered 
California which made the Pacific Ocean her western 
boundary ; from Spain, she purchased the Philippines, 
which gave her colonies on the other side of the world. 
Besides these additions, the United States has ac- 
quired Florida, Texas, Oregon, Alaska, Hawaii, and 




View of New York City in 1916 — Contrast with Picture 
on Page 114 

Porto Rico. Our country is now more than four 
times as large as it was when Washington was elected 
President. 

Saving the Country's Wealth. — The rapid growth 
of the United States brought with it many evils as 
well as benefits. Among other evils, it encouraged 
wastefulness. Land seemed so plentiful, forests so 
boundless, water-power so unlimited, that people 



382 THE STORY OF THE UNITED STATES 

could not foresee how these resources could ever be 
exhausted. Congress was so eager to increase the 
population and develop the resources of the country, 
that it sold at very low prices, and even gave away, 
millions of acres of land. These lands were intended 
for settlers who would build homes on them and culti- 
vate them. But too often great railroad, lumber and 
mining companies secured for nothing, or for very 
small sums, vast tracts of land including valuable 
forests, coal mines, copper mines, and water power 
which ought to have been saved for the use of all 
the people. 

Many years passed before the country realized that 
its natural resources were in danger of being ex- 
hausted, or seized by great companies for selfish pur- 
poses. Plans were then suggested for saving such 
forest lands and coal fields as the United States still 
owned. Such plans were called "conservation." 
President Roosevelt took a deep interest in conser- 
vation, and urged Congress to pass such laws as would 
enable these resources to be used without being de- 
stroyed. Upon his order more than 150,000,000 acres 
of forests and mineral lands — a region larger than 
many European countries — were brought under the 
protection of these laws. Western deserts in which 
nothing would grow have been changed by irrigation 
into fertile fields which produce fruits, vegetables and 
other valuable crops. In 1908, a meeting of the gov- 
ernors of the States, called by President Roosevelt, 
was held at Washington to discuss plans for conser- 
vation by the States as well as by the United States. 



PROGRESS OF OUR COUNTRY 383 

Many of the States have since passed laws for the 
protection of their forests, minerals, water-power, 
and other natural resources. 

The Conservation of Health. — In recent years im- 
portant work has been done in preserving the health 
of the people. The United States, the States and 
many counties and cities have established health de- 
partments which have put into practice the lessons 
learned in Cuba and in Panama. Swamps have been 
drained, cities cleaned up, and measures taken to 
destroy flies, mosquitoes and other insects that carry 
disease. 

Many diseases which once carried terror wherever 
they appeared have been conquered. In 1878, yellow 
fever broke out in New Orleans and quickly spread 
to other Southern cities. All who could do so fled 
from those cities in terror. In a few weeks the fever 
took the lives of more than fifteen thousand persons. 
In 1905, yellow fever again appeared in New Orleans, 
but this time it caused no panic. Instead of flying 
from their city, the people gave it a good cleaning 
up, killed the mosquitoes, and destroyed their breed- 
ing places. In a little while all traces of yellow fever 
were gone. 

Our cities are taking great pains and spending 
large sums of money to supply their inhabitants with 
plenty of pure water. The United States, and many 
of the States have passed "pure food laws," to pro- 
tect the people against impure foods and drugs. 
Schools and colleges are beginning to pay much at- 
tention to the exercise and the sports of their 



384 THE STORY OF THE UNITED STATES 

students. Such great games as football, baseball, 
golf, tennis, attract thousands of people either as 
players or as spectators, and are doing much to show 
the value of strong, healthy bodies. By all these 
means — bulletins, lectures, experiments, out-door 
sports, and in other ways — the people of the United 
States are learning to live cleaner, healthier and 
purer lives. 

Progress in Agriculture. — The vast area and the 
fertility of the soil of the United States make it the 
leading agricultural country of the world. Two-thirds 
of the people of the United States live on farms. In 
no other way have they made greater progress than 
in agriculture. 

Much of their progress has been due to the use of 
improved tools and farm machinery. The crude 
wooden tools of colonial days have given way to steel 
tools of modern times. The invention of the cotton- 
gin resulted in a great increase in the cotton crop of 
the South. In early days farmers gathered their 
wheat and oats with a hand scythe and threshed out 
the grain with a hand flail. These crude methods 
were so slow that large grain crops could not be 
raised. In 1831, Cyrus Hall McCormick invented a 
reaper which was drawn by horses; and later came 
the threshing machine and the steam plow. The 
modern harvester, drawn by a powerful steam engine, 
cuts, threshes and bags the grain all at the same 
time. These inventions enabled American farmers to 
turn the vast plains of the West into grain fields and 
greatly increased their grain crops. Improved farm 



PROGRESS OF OUR COUNTRY 385 

tools and machinery have resulted in increasing the 
yield in all farm products. Today American farmers 
produce more corn, wheat, oats, tobacco, and cotton 
than the farmers of any other country. 

Within recent years the United States and many 
of the States have established departments of agri- 
culture. The Secretary of Agriculture is one of the 
most important officials in the President's Cabinet. 
His department has a large force of men who study 
all kinds of questions connected with the soil, ferti- 
lizers, crops, pigs, cattle, and everything relating to 
agriculture. Many of the States also have officials 
engaged in the same kind of work. Both the United 
States and the States conduct model farms which 
show the results of their studies. From them farmers 
learn the best kinds of crops to plant, what fertilizers 
to use, how to cultivate the soil, how to care for their 
pigs, cows and chickens, and many other important 
lessons. 

All the great farming States support colleges and 
high schools to train boys and girls for their work 
on the farm. The United States helps to support 
many of these schools. In the public schools agri- 
culture is being taught. The interests of agriculture 
have also been advanced by telephone lines, good 
roads, rural free delivery, automobiles and other simi- 
lar improvements. All these things have made coun- 
try life pleasanter, and increased the prosperity and 
happiness of the American farmer. 

Growth of Manufactures. — In colonial days but 
little manufacturing was done in America. England 



38f> THE STORY OF THE UNITED STATES 

did not want her colonies to engage in manufacturing 
and passed laws which forbade their doing so. What- 
ever clothes, furniture, tools and other articles the 
people made, they made by hand at home. In nearly 
every house was a rude spinning-wheel and a loom 
which were operated by hand.' The work was slow 
and the products were poor. 




Old Alamance Mill, Burlington, N. C. 

(Erected in 1837; still in use. The first colored cotton fabric 

manufactured in the South was woven in this mill.) 

A great advance was made in manufacturing when 
machinery was invented which made factories possi- 
ble. In 1790, Samuel Slater erected in Rhode Island 
the first factory in the United States. At first the 
machinery of all factories was driven by water-power. 
The earliest factories, therefore, were built along the 
rivers and other streams. Later methods were in- 
vented for operating machinery by steam. Factories 
could then be erected anywhere and manufacturing 



PROGRESS OF OUR COUNTRY 387 

increased rapidly. Our country has now become one 
of the greatest manufacturing countries in the world. 
In the United States there are nearly three hundred 
thousand manufacturing establishments which em- 
ploy about ten million workmen, and make annually 
products worth more than twenty billion dollars. 

Transportation. — We can not have great factories 
unless we have ways of transporting the products to 
the people who need them. So along with the growth 
of manufacturing in the United States has gone the 
growth of railroads and steamship lines. The first 
railroad in the United States was begun at Baltimore 
in 1828. Two years later the first locomotive engine 
built in the United States was used on a railroad in 
South Carolina. Since then railroad building has gone 
forward at a rapid rate. Every part of our country 
is now connected with the other parts by great sys- 
tems of railroads. There are over two hundred and 
fifty thousand miles of railroads in the United States 
— more than in all the countries of Europe combined. 
Improvements in our railroads have been as great as 
their growth. The engines have been made more 
powerful, the cars stronger and more comfortable, 
and the tracks much safer. Travellers now go from 
New York to San Francisco with less danger and 
fewer hardships than travellers a hundred years ago 
met with in going from New York to Philadelphia. 

Great improvements have also been made in travel 
by water. Steamships run between all our important 
ports and between the ports of the United States and 
those of other countries. There is a wonderful dif- 



388 THE STORY OF THE UNITED STATES 

f erence between one of our gigantic modern steamers, 
and the clumsy little Clermont which Fulton built in 
1807. On them passengers enjoy every comfort and 
luxury that can be found in the most expensive homes 
or hotels. Every year travel by water becomes 
pleasanter, less expensive, and safer, and the speed 
of the great ocean steamships becomes greater. The 
Atlantic Ocean is now crossed in less than five days. 
These improvements have increased the travel and 
the commerce between the United States and foreign 
countries. 

Commerce. — Railroads and steamships have built 
up an immense commerce in our country. Great 
trains run day and night carrying millions upon 
millions of tons of freight from one part of our coun- 
try to another. Our merchants, manufacturers, and 
farmers buy and sell in every country in the world. 
Cotton picked by boys and girls on the farms of North 
Carolina, Georgia, Texas, and other Southern States 
is sent to the factories of England, Germany, Japan, 
China, and other countries. Wheat raised on our 
Western plains helps to feed the people of Europe 
and Asia. Clothes, machinery, tools, furniture, and 
other products of our factories are shipped to all 
parts of the world. From other countries we buy 
large quantities of dyes, drugs, coffee, sugar, rubber, 
silks, hides and skins, and of many other articles 
which they can raise or manufacture better than we. 
The trade which we carry on with foreign countries 
amounts to nearly five billion dollars a year. 



PROGRESS OF OUR COUNTRY 389 

The Public Schools. — The increase in our wealth 
has enabled us to make great progress in public edu- 
cation. The United States government supports 
schools for the Indians, for the people of Alaska, of 
Porto Rico, and our other colonies. But the greatest 
w<»rk for education is done by the States. Every 
State has a system of public schools free to all the 
children of school age. More than twenty million 
children attend these public schools. They require 
a force of six hundred thousand teachers and cost 
more than five hundred million dollars a year. The 
modern public school is equipped with comfortable 
desks; with blackboards, charts, maps and globes; 
with apparatus for teaching sciences; with pictures 
and books. In early times, as you have been told, 
reading, writing, and arithmetic were about all the 
subjects taught in American schools; now pupils 
study science, literature, cooking and sewing, draw- 
ing, wood-work, agriculture, and almost every sub- 
ject they may desire. 

Colleges and Universities. — In many of the States 
the public school system includes all grades of schools 
from the kindergarten to the University. About 1840, 
Massachusetts, led by Horace Mann, and Connecti- 
cut, led by Henry Barnard, established normal 
schools for the training of teachers. There are now 
more than two hundred and fifty normal schools in 
the United States. The work of the normal schools 
has resulted in better teachers and better methods 
of teaching in the public schools. In 1862, Congress 
set aside large tracts of public lands to encourage 



390 THE STORY OF THE UNITED STATES 

the study of agriculture. Aided in this way, several 
States established agricultural colleges, which have 
done much for better methods of farming. In the 
early days of our history, as you have been told, the 
chief studies in our colleges were Latin, Greek, and 
Mathematics ; and few students went to college unless 
they were going to be lawyers, doctors, or preachers. 
Now students in our colleges and universities can 
study any subject they wish to study and be trained 
for any business or profession they wish to follow. 
This change has resulted in greatly increasing the 
number of students who seek a college education. 

Newspapers, Magazines and Libraries. — There are 
other ways of promoting education than through 
schools and colleges. People teach themselves by 
reading newspapers, magazines, and books. At the 
close of the Revolution, there were less than fifty 
newspapers in the United States ; now there are more 
than twenty thousand. Some of our leading news- 
papers are probably read by more people than there 
were in all the colonies when the Declaration of In- 
dependence was adopted. Not only have our news- 
papers and magazines increased in number, but they 
have also been greatly improved. In them we read 
the essays, stories and poems of our best writers, and 
see pictures by our best artists. Better machinery 
for printing has cheapened the cost of books and 
magazines, and people can now buy the best works 
of the greatest writers for a few cents. 

Libraries, containing hundreds of thousands of 
books free to all the people, have been established in 



PROGRESS OF OUR COUNTRY 391 

many towns and cities. The Library of Congress 
with nearly three million volumes is the third largest 
library in the world. The New York Public Library 
contains over two million volumes, and the Boston 
Public Library contains more than a million. There 
are nearly three thousand libraries in the United 




Library of Congress 
States which contain as many as five thousand 
volumes. Some of the States have free "travelling 
libraries," which are sent from place to place sS 
people in any part of those. States can easily secure 
good books. One thing that has helped in this work 
is the rural free delivery of mail. Since people any- 
where in the United States can now get their mail 



392 THE STORY OF THE UNITED STATES 

daily, thousands of them read good books, magazines 
and newspapers who never read anything before. 

Literature. — American literature has kept progress 
with printing and education. Since the days of Irving 
and Cooper, of Longfellow and Emerson, many 
American writers have won fame. John Fiske wrote 
delightful histories of the American colonies. John 
B. McMaster wrote a history of the United States 
from the Revolution to the War between the States, 
and James Ford Rhodes wrote a history of our 
country during the War between the States. Wood- 
row Wilson won fame by his "History of the Ameri- 
can People" before he became even more famous as 
President of the United States. 

Sidney Lanier, James Whitcomb Riley, Walt Whit- 
man, are among our leading poets. Lanier wrote 
poems of nature. "Corn," "Sunrise," "The Song of 
the Chattahoochee" — a river in Georgia — are among 
his best poems. Whitman's best known poem, "My 
Captain, O My Captain," was written upon the death 
of Lincoln. 

The most famous American writers of our day are 
the story-tellers. Mark Twain, whose real name was 
Samuel L. Clemens, was our greatest fun-maker. 
Thousands of people have laughed over his stories 
of the adventures of Tom Sawyer and Huckleberry 
Finn. Brete Harte wrote stories of the "Forty- 
Niners" in California, and of the Western mining" 
camps. Two men who won fame by their negro 
stories are Joel Chandler Harris and Thomas Nelson 
Page. Every boy and every girl should read the 



PROGRESS OF OUR COUNTRY 



393 



stories of "Brer Rabbit" and "Brer Fox," which 
"Uncle Remus" told Harris. Thomas Nelson Page 
wrote stories of plantation life in Virginia in slavery 
days. One of his books, "Two Little Confederates," 
tells the story of his boyhood days when the Union 
and the Confederate armies were fighting battles 
near his home. Winston Churchill has written sev- 
eral interesting novels which tell stories taken from 
the history of the United States. Life in New Eng- 
land of today is described in the novels of William 
Dean Howell s. George W. Cable tells us stories of 
the old French and Spanish settlements in Louisiana. 
A famous short-story writer is O. Henry, whose real 
name was William Sidney Porter. His stories of life 
in New York and in the West are full of fun, humor, 
and pathos. 

Inventions. — We live today in an age of inventions. 
Trolley-cars, electric lights, sewing machines, moving 
pictures, phonographs, automo- 
biles have all become a part of our 
every-day life. We are so used to 
them that we scarcely realize how 
wonderful they are. We have al- 
ready learned what great changes 
were made by the cotton-gin, the 
steam-boat, the locomotive engine, 
the telegraph, the steamplow, and 
the harvester. Modern inventions 
Thomas a. Edison are making changes in our life just 
as great, but they come so gradually that we do not 
yet realize them. 




394 THE STORY OF THE UNITED STATES 

Many of its most important inventions, the world 
owes to Thomas A. Edison. He is America's greatest 
inventor. To him we owe our modern telegraph sys- 
tem. He invented the modern electric light, the 
phonograph and the moving picture machine. Two 
other famous American inventors were Wilbur and 




Wright's Aeroplane 

Orville Wright, the two brothers who made the first 
successful flying-machine, or aeroplane. It was the 
result of many years of study and experiment. Their 
first successful flight was made in 1901, at Kitty 
Hawk on the coast of North Carolina. Since then 
many improvements have been made in the aeroplane. 
Its chief use for the present is in war, but no one can 



PROGRESS OF OUR COUNTRY 395 

yet predict what wonderful uses it may have in the 
future. 

The End. — We have now come to the end of this 
story of the United States. It has of course been 
impossible in such a little book to tell all the im- 
portant and interesting- things about our country. 
Still enough has been told for those who read it to 
learn much that every American ought to know. 
From it you have learned how Columbus led the way 
across the Sea of Darkness and how he was followed 
by other explorers who made known the New World 
to the people of Europe. You have learned how the 
English planted colonies in America and won this 
continent for civilization. You have learned how the 
American colonists secured their independence from 
Great Britain, and set up a free government in which 
the people govern themselves. You have learned how 
they cleared the forests, tilled the soil, built towns 
and cities, and by hard work, sacrifices and suffering 
changed a vast wilderness into a great civilized 
country. 

All these great things were done by your fore- 
fathers, who willingly gave their lives and fortunes 
that you might enjoy prosperity, peace and happi- 
ness. The story that you have read is their story. 
Brave and noble men and women they were, and a 
good country they made for you. It is for you to 
see to it that in your turn you do something to make 
it a still better country for those who shall come 
after you. 



390 THE STORY OF THE UNITED STATES 

REVIEW. 

History. — i. What was the population of the United States 
in 1790? In 1910? 2. Describe the growth of American cities. 
3. Give an account of the increase of the United States in 
territory. 4. How were our natural resources being wasted? 
5. What is meant by "conservation?" 6. What are some of 
the ways in which the United States is conserving its wealth? 
7. What work has been done to preserve the health of the 
people? 8. What rank does the United States hold in agri- 
culture? 9. Describe the effect of improved machinery on 
farming? 10. In what way do the National and State govern- 
ments aid agriculture? 11. What is said of manufacturing 
in colonial days? 12. Describe the progress since made in 
manufacturing. 13. Describe the progress made in railroads. 
14. In steamboats. 15. How have improvements in railroads 
and steamboats affected commerce? 16. Describe the progress 
made in public education. 17. Who were Horace Mann and 
Henry Barnard? 18. Describe the progress made in college 
education. 19. What is said about the newspapers, magazines, 
and books of today? 20. What progress has been made in 
supplying the people with books? 21. Who are our leading 
historians of recent years? 22. Name three recent American 
poets. What is said of Lanier's poetry? 27,. Give an account 
of the writings of famous American story-tellers of our own 
day. 24. What are some of the greatest modern inventions? 
25. How are they working changes in our life? 26. Who is 
Thomas A. Edison? Wilbur and Orville Wright? 



INDEX 



Abolitionists, 301-302. 
Adams, John, 241, 252, 270. 
Adams, John Quincy, 270. 
Adams, Samuel, 196, 203. 
"Advance," the, 315-316. 
Aeroplane, the 394-395. 
Agriculture. 183-185, 384. 
Alabama Claims, 347-348. 
Alabama, 29, 161, 309. 
"Alabama," the, 320. 
Alamance, battle of, 196-197. 
Alamo, the, 295-296. 
Alaska, 345-346, 3/0-37 1. 374- 
Allen, Ethan, 205-206. 
Anderson, Major Robert, 311. 
Andros, Sir Edmund, 101-102. 
Antietam, battle of, 326. 
Appomattox, 333-334- 
Arbitration, 347, 374. 
Arizona, 28, 34, 373. 
Arkansas, 30, 312: 
Arnold, Benedict, 205, 223, 224. 
Arthur, Chester A., 350. 
Atlantic Cable, 292, 344. 
Bacon's Rebellion, 69-70, 132. 
Bainbridge, William, 260. 
Baltimore, Lord, see Calvert. 
Bancroft, George, 283. 
Beauregard, General, 311, 313. 
Bell, Alexander Graham, 348. 
Bentonville, battle of, 333. 
Berkeley, Sir William, 68-70. 
Bienville, Sieur le, 162. 
"Blackbeard," 143-144. 
Blakeley, Jobnston, 260. 
Blockade, the, 312-313, 315-320. 



Bonnet, Stede, 143. 
"Bon Homme Richard," the, 228. 
Boone, Daniel, 182, 229-231. 
Boston, Mass., 81, 182, 198, 205, 

210. 
Boston Massacre, 196. 
Boston Tea Party, 198-199. 
Braddock, General Edward, 172- 

173- 
Bradford, William, 74, 76, 78. 
Bragg, Gen. Braxton, 323. 
Brandy wine, battle of, 221. 
Brooklyn Heights, battle of, 217. 
Brown, John, 304-305. 
Bryant, William Cullen, 281-282. 
Buchanan, James, 304. 
Buena Vista, battle of, 296-297. 
Bull Run, first battle of, 313 ; 

second battle of, 326. 
Bunker Hill, battle of, 208. 
Burgoyne, General, 221, 225. 
Burnside, Ambrose E., 327. 
Cable, George W., 393. 
Cabot, John, 43-44. 
Calhoun, John C, 257, 283, 288. 
California. 45. 298. 300-301. 
Calvert, George, Lord Baltimore, 

125. 
Camden, battle of, 235. 
Canada, 151-155. 
Canonicus, Indian chief, 78, 92. 
Carolina, 131 -134; see also North 

Carolina and South Carolina. 
Carpet-baggers, 342. 
Carranza, General, 376-377. 
Cartier, Jacques, 152-154. 



398 



INDEX 



Carver, John, 74"75- 
Cary's Rebellion, 138. 
Caswell, Richard, 211. 
Centennial Exposition, the, 348. 
Champlain, Samuel de, 153-155, 

157- 
Chancellorsville, battle of, 327-328. 
Charleston, S. C, 133, 139, 142, 

144, 182, 198, 2ii, 233, 316. 
Charter Oak, 101. 
Chicago, 355, 380. 
Chickamauga, battle of, 323. 
Churchill, Winston, 393. 
Circumnavigation of the Globe, 

23-27, 45. 
Civil Service Reform, 350-351. 
Clark, George Rogers, 182, 231. 
Clay, Henry, 257, 283, 289, 301. 
Clemens, Samuel L., 392. 
Cleveland, Grover, 352, 355-356. 
Clinton, Sir Henry, 210-21 1, 223, 

233- 
Cold Harbor, battle of, 330. 
Columbian Exposition, 355. 
Columbus, Christopher, 4-16, 22- 

23. 
Committees, of Correspondence, 

197; of Safety, 200. 
Commerce, 388. 

Concord Bridge, battle of, 204. 
Connecticut, 94-98, 101-102. 
Conservation, 381-384. ' 
Constitution of the United States, 

246-247. 
Continental Congress, 199, 206- 

207, 245. 
Continental Currency, 220-221. 
Convention of 1787, 245. 
Cooper, Anthony Ashley, 133. 
Cooper, James Fenimore, 281. 
Cornwallis, Lord, 218-220, 233-241. 



Coronado, Francisco de, 28. 

Cotton gin, 272. 

Cowpens, battle of, 237-238. 

Crown Point, battle of, 206. 

Cuba, 13. 359-36i, 362-366. 

Culpepper's Rebellion, 137. 

Dale, Sir Thomas, 63-64. 

Dare, Virginia, 51. 

Davie, William R., 235. 

Davis, Jefferson, 309-310, 331. 335- 

Decatur, Stephen, 260. 

Delaware, 312; see also New 

Sweden. 
Delaware, Lord, 63. 
Democratic party, 250, 289. 
De Soto, Hernando, 29. 
Dewey, George, 361-362. 
Drake, Sir Francis, 45-46. 50. 
Dred Scott Decision, 304. 
Drummond, William, 132. 
Durant, George, 131, 137- 
Dustin, Mrs. Hannah, 166-167. 
Dutch colonies, 94-96, 105- 116. 
Edison, Thomas A., 393-394- 
Education, 70. 81, 186, 279, 365, 

385. 389-390. 
El Caney, battle of, 363. 
Eliot, John, 83. 
Elizabeth, queen of England, 44- 

45- 
Emancipation Proclamation, 326- 

327- 
Emerson, Ralph Waldo, 282. 
Endicott, John, 80. 
English colonies, 56-148, 181-182. 
English voyages, 43-54. 
Era of good feelings, 266-267. 
Erie Canal, 274-275. 
European War, 375-376. 
Eutaw Springs, battle of, 239. 
Farragut, David G., 316, 321-322. 



INDEX 



399 



Field, Cyrus \\\. 392, 345. 

Fillmore, Millard. 299. 

Fiske, John. 392. 

Florida, 27. 267-268. 309. 

Forts Donelson, 320-21; Du- 
quesne. 172, 176; Fisher, 316- 
317; McHenry 258; Moul- 
trie 211; Necessity, 172; Pitt, 
175 ; Sumter, 311. 

Forty-niners. 298-299. 

Fountain of Youth, 27-28. 

France, 226-227, -51-252. 

Franklin, Benjamin, [68, 214, 226, 
-'4L 245. 

Fredericksburg, battle of, 327. 

French and Indian War, 170, 179. 

French Colonies, 151- 170. 

French and English Colonial 
Wars, 165-179. 

Fulton, Robert, 273-274. 

Fundamental Constitutions of 
( Carolina, 133, 136. 

Gage. Thomas, kjq, 203, 208. 

Garfield, James A., 350. 

Garland, Augustus H.. 350. 352. 

Gates, Horatio, 225, 235. 

Genet, Charles Edmund, 252. 

Genoa, 2-4. 

Georgia. 20, 145-148, 233. 309. 333. 

German settlers, 116, 124, 135, 146, 
182. 

Germany, controversies with, 375- 
3/6. 

Germantown, battle of, 221. 

Gettysburg, battle of, 328-329. 

Gilbert, Sir Humphrey, 46-47. 

Goethals, George W., 368, 375. 

Gorgas, William C, 368. 

Gorges, Ferdinando, 88-90. 



Grant, Ulysses, S.. 207, 320-321, 

322, 323, ,52<>-332 333-334. 344- 

Great Britain, controversies with, 

375- 
Greene, Nathanael, 205, 237-239. 
Green Mountain Boys, 205 206. 
Guilford Court House, battle of, 

238-239. 
Hamilton, Alexander, 247, 240- 

250. 
Hampton, Wade, 350. 
Hancock, John, 203, 206, 214. 
Harris, Joel Chandler, 302. 
Harrison, Benjamin, 352, 353. 
Harrison, William Henry. 259, 

290-291. 
Hart, Brete, 392. 
Harvard College, ^2-^3. 
Hawaii, 366. 

Hawthorne, Nathaniel, 281. 
Hayes, Rutherford B., 349. 
Hayne, Robert Y., 288. 
Henry, Patrick, 194-195, 200-201. 
Hill, Benjamin H., 350. 
Hobkirk's Hill, battle of, 23^. 
Hobson, Richmond P., 362-363. 
Holmes. Oliver Wendell, 282. 
Hood, John B., 332. 
Hooker, Joseph, 327. 
Hooker, Thomas, 96. 
Horshoe Bend, battle of, 259. 
Hospitality in the South, 186. 
Houston, Sam. 295-296. 
Howe, Lord, 217. 
Howe, Robert, 233. 
Howe, Sir William, 210, 217, 221. 
Howells, William Dean, 393. 
Hudson, Henry, 105, 106. 
Huguenots, 135, 139. 
Hull, Isaac, 260. 



400 



INDEX 



Iberville, Pierre le Moyne, 161. 

Immigration, 352-353- 

Indians, 13, 34-42, 77, 78, 83, 99, 

116, 123, 138, 142-143, 154-155, 

174, 229, 250-251, 258, 259, 

267-268. 
Indigo planting, 140-141, 147- 
Independence, Declaration of, 211- 

214, 241-242, 270, 348. 
Internal Improvements, 276. 
Inventions, 393. 
Irving, Washington, 281. 
Isabella, queen of Spain, 6, 8, 16. 
Jackson, Andrew, 235, 259, 262- 

263, 267-268, 286, 289. 
Jackson, "Stonewall," 314, 325- 

326, 328. 
Jamestown, 56-70. 
Jay, John, 241. 
Jefferson, Thomas, 213, 248-253, 

253-256, 270. 
Jesuits, 155, 158. 
Johnson, Andrew, 342. 
Johnston, Albert Sidney, 321. 
Johnston, Joseph E., 313, 324, 332- 

333- 335- 
Joliet, Louis, 158. 
Jones, John Paul, 227-229. 
Kansas, 303. 

Kentucky, 182, 230, 254, 312. 
Key, Francis Scott, 258. 
King's Mountain, battle of, 236- 

237. 
King Philip, 98-100. 
Knox, Henry, 249. 
Ku Klux Klan, 343-344- 
Lafayette, Marquis de, 226-227, 

269-270. 
Lake Erie, battle of, 261-262. 
Lamar, L. G. C, 350, 352 



Lanier, Sidney, 392. 

La Salle, Robert de, 159-162. 

Lawrence, James, 260. 

Lee, Henry, 237, 253. 

Lee, Richard Henry, 212. 

Lee, Robert Edward, 297, 305, 

324-331. 333-335- 
Lewis, Meriwether, 255. 
Lewis and Clark Expedition, 255- 

256. 
Lexington, battle of, 203-205. 
Liberty Bell, 214. 
Libraries, 391. 
Lincoln, Abraham, 305, 309-310, 

326-327, 335, 341. 
Lincoln, Benjamin, 233. 
Literature, 280-283, 392-393. 
London Company, the, 57, 79. 
Longfellow, Henry W„ 281-282. 
Lookout Mountain, battle of, 323. 
Lost Colony, the, 51-54. 
Lowell, James Russell, 282. 
Louisiana, 159-162, 254-256, 309. 
Louisburg, 167-169, 175. 
"Lusitania," the, 376. 
McClellan, George B., 314-315, 

324, 326. 
McCormick, Cyrus Hall, 384. 
McDowell, Irvin, 313, 324. 
McKinley, William, 354, 359-370. 
McMaster, John B., 392. 
Madison, James, 247, 256-258. 
Magellan, Ferdinando, 23-27. 
Maine, 88-90. 
"Maine," the, 360-361. 
Manilla Bay, battle of, 361-362. 
Manufacturing, 189, 385-387. 
Marion, Francis, 233-235. 
Marquette, Father Jacques, 157- 
158. 



INDEX 



401 



Maryland, 124-129, 312. 326. 
Massasoit, 78. 
Mason. John, 88-90. 
■Massachusetts, 79-85, 100-101, 102, 

195- 
Merrimac and Monitor, hattle of. 

318-319. 

Mexican War. 296-298. 
Mexico, 21, 3/6-377- 
Minuit. Peter, 107, no. 
Mississippi, State of, 30, 161, 309. 
Mississippi river, 30, 158, 159, 321- 

322. 
Missouri. 312. 
Missouri ompromise, 300. 
Mobile Bay, battle of, 316. 
Monitor and Merrimac, battle of, 

318-319. 
Monmouth, battle of, 223. 
Monroe, James, 266-270. 
Monroe Doctrine, 268-269, 355. 
Montcalm. Marquis de, 174, 177- 

179. 
Moore's Creek Bridge, battle of, 

210-211. 
Morgan, Daniel, 209, 237-238. 
Morris, Robert, 220-221. 
Morse, Samuel F. B., 291-292. 
Motley, John Lothrop, 283. 
Moultrie, William, 211. 
Naval warfare, 227-229, 259, 315- 

320, 361-364. 
Navy, the United States, 7>~\-Z~2. 
New Amsterdam, 108, 109. 
New Bern, N. C, 135, 316. 
New England. 72-102, 166, 183- 

184; the United Colonies of, 

98-102. 
New Haven, 98, 100-101. 
New Hampshire, 88-90, 101, 102. 



New Jersey, 1 1 5-1 16. 

New Mexico, 28, 34, Z73- 

New Netherland, 105- 11 5. 

New Orleans, 262, 321-322. 

Newspapers, 188, 390-391- 

New Sweden, IIO-HI. - 

New York. 105-115, 166, 195; See 

also New Netherland. 
New York City. 114, 182, 198, 

217. 354- 373- 380; See also 

New Amsterdam. 
Nicholls, Richard, 112-114. 
North America, 22. 
North Carolina, 29, 44, 48-53, 131- 

133, 134. 135-139. 151. 174, 195. 

196-197, 199, 211-212, 235-239, 

312, 216. 
North Pole, 373-374. 
Northwest Territory, 231. 
Nullification, 287-289. 
Oglethorpe, James, 145-148. 
Oregon, 293-294. 
Pacific Ocean, 25, 25-26, 45. 
Page, Thomas Nelson, 392. 
Panama Canal, 367-368. 
Pan-American Exposition, 369- 

3/0. 
Pan-Americanism, 369. 
Peary, Robert E.. 373-374- 
Penn, William, 1 18-124. 
Pennsylvania, 1 18-124. 
Perry, Oliver H.. 260-262. 
Petersburg, Va., 331. 
Philadelphia, 122, 124, 182, 198, 

199, 221, 223, 246, 348, 380. 
Philippine Islands, 26, 364. 
Pierce, Franklin, 303. 
Pilgrims, the. 74-79. 
Pinzon, Martin Alonzo, 8. 9, 13. 
Pirates, 143. 



402 



INDEX 



Pitt, William, 174-175, 195- 

Plymouth Company, the, 57. 72-75- 

Plymouth Colony, 74-79. 102. 

Pocahontas, 60, 61, 64, 65. 

Poe, Edgar Allan, 282. 

Polk, James K.. 292, 293, 294. 296. 

Ponce de Leon, Juan, 27-29. 

Pope, John, 326. 

Population, 182, 380. 

Port Royal, 167. 

Porter, William Sidney, 393- 

Porto Rico, 364- 

Portugese expeditions, 5. 

Postal service, 188, 351. 

Powhatan, 60, 61. 

Preparedness 377. 

Prescott, William, 208. 

Prescott, William H., 283. 

Princeton, hattle of, 218-210. 

Providence, R. I., 92-93- 

Puritans, the, 72-73- 79. 127- 

Putnam, Israel, 205. 

Quakers, 84-85, 94. 11 5- 11 6, 118, 
120, 124, 138. 

Quebec, 1 53-154, 1 77-179- 

Railroads, 277-278, 346, 387-388. 

Raleigh, Sir Walter, 47-54- 

Randolph, Edmund, 249. 

Reconstruction, 340-344, 349. 

Regulators, the, 196-197. 

Religious quarrels in Massachu- 
setts, 83-85-90-91- 

Republican party, 303. 

Rhodes, James Ford, 392. 

Rhode Island, 90-94, 98, 102. 

Rice plantations, 140-141, 147. 

Richmond, Va., 312, 313, 323-324. 

33i- 
Riley, James Whitcomb, 392. 
Roanoke Island, 48, 316. 



Robertson, James, 182, 230-231. 

Rolfe, John, 64, 65. 

Roman Catholics, 124-129. 

Roosevelt, Theodore, 363, 370, 371. 

Rosecrans, W. S., 323. 

St. Augustine, 28, 142. 

St. Lawrence river, 152. 

St. Leger, Colonel, 221, 224-225. 

Salem, Mass., 80. 

Samoset, 77. 

Sampson, William T., 362-363. 

San Jacinto, battle of, 295-296. 

San Juan Hill, battle of. 363. 

San Salvador, 12-13. 

Santa Anna. General, 295. 297. 

Santa Fe, 29. 

Santiago, battle of, 362, 363-364. 

Saratoga, battle of, 225. 

Savannah, Ga., 146, 148, 183, 233, 
3i6, 332-333- 

Schenectady, N. Y., 165-166. 

Schley, Winfield Scott, 363-364. 

Scotch settlers, 116, 124, 146, 181- 
182. 

Scott, Win field, 297-298. 

Secession, 288, 303, 305, 309, 340. 

Seminole Indian War, 267-268. 

Semmes, Raphael, 320. 

Separatists, 72-73. 

Seven Pines, battle of, 324. 

Seven Days' Battles, 326. 

"Shenandoah," the, 320. 

Shenandoah Valley, battles in, 
325-326. 

Sherman, William T., 332-333. 335- 

Shiloh, battle of, 321. 

Slavery, negro, 67, 139, 141, 148, 
183, 298-305, 326-327, 340. 

Smith, John, 59-62, 65, 72, 88-89. 

Smuggling, 189. 



INDEX 



403 



South America. 21, 22. 

South Carolina. 20, 133, 134. 139- 

144, 174, 195. 199. 233-235, 288- 

289, 309, 333- 
Spanish explorers, 8-16, 20-31. 
Spanish- American War. 361-364. 
Spoils System, the, 286-287, 350- 

351- 
Spottsylvania Court House, battle 

of, 330. 
Stamp Act, 193-195- 
Standish, Miles, 74, 76, 78. 
Star Spangled Banner. 258. 
Stark, John, 205. 
Stars and Stripes, the, 224-225. 
Steamboat, the, 273-274. 
Stuyvesant. Peter, 109-114. 
Sumter, Thomas, 234-235. 

Taft. William H.. 372-373- 

Tariff, the, 250, 287, 354, 374- 

Taylor, Zachary, 296-297, 299. 

Tea tax, 195, 197-199. 

Telephone, the, 348. 

Telegraph, the, 291-293. 

Tennessee, 182. 231, 254, 312. 

Texas 294-296, 309. 

Thomas, George H., 323. 

Ticonderoga, 154-155, 206. 

Tobacco, 51, 65, 129, 137, 185. 

Tories. 200. 
Travel, in colonial times, 187. 

Trenton, battle of, 218. 

Twain, Mark, see Clemens, Sam- 
uel L. 

Tyler, John, 290-291. 

Uncle Tom's Cabin, 302. 

Underground railway, the, 301- 
302. 

Union League, the, 342-343. 

Union Pacific Railway. 346-347. 



Valley Forge, 222-223. 
Van Buren, Martin. 289-290. 
Vanve, Zebulon B., 349- 
Venice, 2-4. 

Verrazano, John, 151 -152. 
Vespucius. Americus, 21-23. 
Vicksburg, Miss., 322. 
Villa, Francisco, 3/6-377- 
Virginia, 56-70. 126-127, 194, 212, 
240, 312. 323-326, 327-328. 

Waddell, James I., 320. 

Washington, George, 170-174. 175- 
176, 207, 209-210, 217-224, 240- 
242, 245-246, 248, 253. 

Washington City, 253. 258. 

Wayne. Anthony, 250-251. 

Webster, Daniel, 283. 288. 

Western Expansion, 254, 270-272. 

West Indies, 21. 

West Virginia, 312. 

Whigs, 200. 

Whig party, 250, 289. 

Whiskey Rebellion, 251. 

White, John, 51-54- 

Whitman, Walt, 392. 

Whitney, Eli, 272-273. 

Whittier, John G.. 281-282. 

Wilderness, battle of, 330. 

William and Mary College, 70. 

Williams, Roger, go-94- 

Wilmington, N. C, 135. 182, 316- 

317- 

Wilson, Woodrow, 374-377- 
Winthrop. John, 81. 
Wolfe, James, 175. 1 77" r 7' »- 
World's Fair at Chicago. 355. 
Wright. Wilbur and Orville, 394 

Yellow fever. 365, 383. 
Yorktown, Va., 240-241. 



